1. Applied Linguistics (Language Teaching and Learning)
Ahmed Rawdhan Salman; Saman Ebadi; Sajad Velayati
Abstract
This study adopted a sequential explanatory mixed-methods approach to investigate the variables that govern the acceptance and use of ChatGPT for learning English by 220 Iraqi university students. According to the Technology Acceptance Model (TAM), the study used a survey to measure perceived usefulness, ...
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This study adopted a sequential explanatory mixed-methods approach to investigate the variables that govern the acceptance and use of ChatGPT for learning English by 220 Iraqi university students. According to the Technology Acceptance Model (TAM), the study used a survey to measure perceived usefulness, ease of use, attitude, behavioral intention and actual use, as well as perceived enjoyment, facilitating conditions and technological complexity. Later, interviews were conducted in a semi-structured manner. The quantitative analysis revealed that while gender was not a significant predictor of attitude, it influenced actual usage rates. More significantly, prior experience with technology emerged as a critical dividing line, and students with high digital readiness reported significantly more positive perceptions across all constructs, particularly regarding facilitating conditions. Qualitative data revealed a clear pattern showing that English as a Foreign Language (EFL) learners see ChatGPT as a tool that enhances proficiency, increases motivation, and provides personalized learning suggestions. Although there are some benefits of self-assessment, there are nonetheless substantial concerns surrounding the absence of dynamic interactional feedback and the danger of developing over-reliance and ethical considerations. The findings of the study showed that Iraqi EFL learners viewed the ChatGPT as a beneficial tool. However, to ensure its effective and fair implementation, pedagogical frameworks must be designed to scaffold digital literacy and provide clear guidelines to control its practical and ethical shortcomings.
1. Applied Linguistics (Language Teaching and Learning)
Hoda Divsar
Abstract
Despite the promising role of technology in education, teachers’ techno-stress anchors integrating technology into the instructional process. The present research aimed to test a structural model of teachers’ techno-stress, technological pedagogical content knowledge (TPACK), computer self-efficacy, ...
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Despite the promising role of technology in education, teachers’ techno-stress anchors integrating technology into the instructional process. The present research aimed to test a structural model of teachers’ techno-stress, technological pedagogical content knowledge (TPACK), computer self-efficacy, environmental support, academic resilience, and burnout. To achieve this goal, 232 EFL teachers completed the Computer Self-Efficacy Scale, Teachers’ Technostress Level Defining, TPACK survey, Overall Support questionnaire, Connor–Davidson Resilience Scale, and Maslach Burnout Inventory (2016). Exploratory and confirmatory factor analyses were conducted on all questionnaires, confirming satisfactory validity and reliability indices that supported the subfactors within the constructs. Structural equation modeling (SEM) indicated that: (a) EFL teachers’ TPACK, and resilience negatively predicted their technostress while burnout predicted technostress positively; (b) administrative support and computer self-efficacy negatively predicted EFL teachers’ technostress through the mediating role of TPACK and resilience; (c) Teachers' burnout serves as a mediator between administrative support and technostress, as well as computer self-efficacy, exhibiting a negative association with latent exogenous variables and demonstrating significant predictive impact on the latent endogenous. (d) Additionally, TPACK and resilience indirectly affected teachers’ burnout, demonstrating that elevated levels of TPACK and resilience are associated with reduced burnout and technostress; (e) Technostress was positively associated with age, whereas its relationship with gender was nonsignificant. The analysis yielded instructional recommendations for EFL instructors, educators, and policymakers.
1. Applied Linguistics (Language Teaching and Learning)
Rajab Esfandiari; Omid Allaf-Akbary
Abstract
This study sought to explore how personality traits (extroverts and introverts) affect EFL learners' utilization of interactional metadiscourse markers (IMMs) in expository writing when they use two AI chatbots, Gemini and Microsoft Copilot. Additionally, the study analyzed learners' experiences and ...
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This study sought to explore how personality traits (extroverts and introverts) affect EFL learners' utilization of interactional metadiscourse markers (IMMs) in expository writing when they use two AI chatbots, Gemini and Microsoft Copilot. Additionally, the study analyzed learners' experiences and preferences when the learners interact with these chatbots to understand their perceptions and overall satisfaction. The participants consisted of 150 advanced language learners randomly assigned to four experimental groups: Gemini extroverted learners, Gemini introverted learners, Microsoft Copilot extroverted learners, Microsoft Copilot introverted learners, and a control group. Throughout eight sessions, the participants in the Gemini group utilized the Gemini AI platform on their computer monitors to investigate IMMs, while the Microsoft Copilot groups were exposed to IMMs through Microsoft Copilot AI companion. The control group was taught using traditional methods, which involved reading the designated instructional materials. The results of a one-way analysis of covariance (ANCOVA) procedure revealed that the introverted advanced participants in the Gemini group surpassed the other groups in the posttest focused on recognizing and identifying IMMs, with statistically significant differences among the groups. In the posttest, there was also an improvement in both Microsoft Copilot advanced introverted and extroverted learners in realizing IMMs in expository writing. The Gemini advanced extroverted group and the control group performed poorly compared to the other groups. Semi-structured interview results analyzed through MAXQDA (version 2022) suggested that Microsoft Copilot adeptly supports both advanced extroverted and introverted learners in refining their expository writing skills by facilitating metadiscourse development.
1. Applied Linguistics (Language Teaching and Learning)
Khadijeh Karimi Alavijeh; Atefeh Abdollahi
Abstract
The present research is a netnographicinquiry conducted in the context of a social networking platform to explore how the rules and norms of digital citizenship are being understood and implemented among Iranian EFL learners and teachers, and how this can be improved. For this purpose, eight academic ...
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The present research is a netnographicinquiry conducted in the context of a social networking platform to explore how the rules and norms of digital citizenship are being understood and implemented among Iranian EFL learners and teachers, and how this can be improved. For this purpose, eight academic learner and teacher groups, consisting of 7235 members in total, were meticulously observed in one year. To address triangulation, the researchers used observations accompanied by field notes, memos, and semi-structured interviews. This resulted in 9000 pages of the content, including text chats and subsequent interview data, which were extensively analyzed through directed qualitative content analysis based onRibble’s(2011) digital citizenship model. Findings of the present research revealed that despite the significance of digital citizenship in the highly digitalized world of the day, and very frequent use of social networking for educational purposes, Iranian EFL learners and teachers lack the needed skills for appropriate and effective presence in technology-enhanced settings. This research has several implications for English teachers, learners, policy makers and curriculum designers, especially to include digital citizenship courses in CALL courses, teachers’ TTCs, and students’ curricula, at different levels of instruction and learning.
1. Applied Linguistics (Language Teaching and Learning)
Mehrnaz Jamshidi; Zohreh Mohamadi Zenouzagh
Abstract
This study aimed to discover the effect of mobile-assisted teaching of collocations on Iranian EFL learners’ reading achievement. For this purpose, a PET test was given to 85 intermediate EFL learners as the proficiency test. After homogenization, 30 female and male students within the age range ...
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This study aimed to discover the effect of mobile-assisted teaching of collocations on Iranian EFL learners’ reading achievement. For this purpose, a PET test was given to 85 intermediate EFL learners as the proficiency test. After homogenization, 30 female and male students within the age range of 16 to 30 years old from an institute in Alborz Province were selected as the participants in the experimental group and 30 female and male students within the age range of 14 to 25 years old from another institute in Alborz province were selected as the participants in the control group, as well. A reading test was utilized as the pre-test to measure the participants’ reading achievement. The participants in the experimental group received mobile-assisted teaching of collocations through Flax Completing Collocation game while the participants in the control group received teacher instruction of the collocations existing in the game inside the classroom. To discover the effect of mobile-assisted teaching of collocations, a post-test, the same as the pre-test was given to the participants after the treatment. An independent t-test was run to compare the experimental and control groups’ means on the pre and posttest of reading achievement. The results indicated that the experimental group, after receiving mobile-assisted teaching of collocations, significantly outperformed the control group on the posttest of reading achievement. Regarding the findings of the study, the achieved results would help EFL teachers, learners, and material developers to be informed about the effect of mobile-assisted teaching of collocations on reading ability. Furthermore, this study presents some recommendations in future studies.
1. Applied Linguistics (Language Teaching and Learning)
Saeed Taki; Sanaz Jafari
Abstract
The Mnemosyne computer software is a flash-card aid, which optimizes learners’ learning process. The current study was conducted to evaluate the extent to which Mnemosyne can assist college-level Iranian EFL learners to improve their vocabulary learning by utilizing spaced repetition. For this ...
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The Mnemosyne computer software is a flash-card aid, which optimizes learners’ learning process. The current study was conducted to evaluate the extent to which Mnemosyne can assist college-level Iranian EFL learners to improve their vocabulary learning by utilizing spaced repetition. For this purpose, 60 intermediate-level EFL learners were chosen based on their performance on a proficiency test. Then, they were divided into two equal-sized experimental and control groups, each consisting of 30 participants. The participants of the experimental group were asked to use Mnemosyne on their own computers, their cell phones or other devices. They had opportunity to use numerous numbers of free flashcards on various subjects and users could build their own on different topics. The control group received instructions through conventional teaching methodology. The posttest was given to the participants of both groups in order to check the students’ vocabulary learning. The results of independent sample t-test between the posttest scores of the two groups showed a significant difference between the scores of the experimental group and those of the control group. The results demonstrated that Mnemosyne significantly improved students’ performance in vocabulary learning.
