پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 31 |
| تعداد شمارهها | 834 |
| تعداد مقالات | 8,015 |
| تعداد مشاهده مقاله | 14,855,506 |
| تعداد دریافت فایل اصل مقاله | 9,588,352 |
Synchronous and Asynchronous Electronic Learning and EFL Learners’ Learning of Grammar | ||
| Iranian Journal of Applied Language Studies | ||
| مقاله 4، دوره 12، شماره 2، دی 2020، صفحه 89-114 اصل مقاله (253.3 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22111/ijals.2020.6043 | ||
| نویسنده | ||
| Mehran Memari | ||
| Farhangian University, Ahvaz, Iran | ||
| چکیده | ||
| As a negative consequence of COVID 19, almost all students felt obliged to leave the universities and use electronic devices to learn. Some universities encouraged faculty members to use Electronic teaching as an alternative to traditional classrooms. Despite a large number of studies on different forms of electronic learning, the effectiveness of synchronous and asynchronous E-learning in teaching grammar to EFL learners has been neither investigated nor compared appropriately. Two intact classes of undergraduate students of English as a Foreign Language (EFL) from Farhangiyan university were selected. and each received the treatment through either synchronous or asynchronous E-learning activities. The same syllabus consisting of dependent Clauses, Appostive, infinitives, and gerunds were taught to the two groups. EFL learners’ knowledge of grammar was measured by recognition and production tests. The two groups’ scores were submitted to repeated measures ANOVA tests. The findings showed that both modes of E-learning greatly influenced the language learners’ knowledge of grammar as measured by recognition and production tests. Results also showed that the interaction between electronic modes and grammar recognition and production tests was statistically significant. Therefore, it could be concluded that E-learning learning is useful, synchronous learning is more effective for improving the language learners’ production, and asynchronous learning is effective for improving the skills and subskills which require reflection and comprehension. | ||
| کلیدواژهها | ||
| COVID 19؛ electronic learning؛ synchronous E-learning؛ asynchronous E-learning؛ grammar knowledge | ||
| مراجع | ||
|
AbuSeileek, A. F. & Qatawneh, K. (2013). Effects of synchronous and asynchronous computer mediated communication (CMC) oral conversations on English language learners’ discourse functions. Computers & Education, 62, 181–190.
Alenezi, A., & Shahi, K. (2015). Interactive E-learning through second life with blackboard technology. Procedia Social and Behavioral Sciences, 176, 891-897.
Alibakhshi, G., & Mohammadi, M.J. (2016). Synchronous and asynchronous multimedia and Iranian EFL learners’ learning of collocations. Applied Research on English Language, 5(2), 237-254.
Almajali, D., & Al-Lozi, M. (2016). Determinants of the actual use of E-learning systems: An empirical study on Zarqa University in Jordan. Journal of Social Sciences, 5 (2), 1-29.
AL-Syaidh, N. H. J., & Al-Zu’bi, Z. (2015). Transformational leadership and its impact on the effectiveness of employees’ behavior in the public and private Jordanian hospitals. Jordan Journal of Business Administration, 11 (1), 23-57.
Arasteh, B., Pirahesh, S., Zakeri, A., & Arasteh, B. (2014). Highly available and dependable E-learning services using grid system. Procedia Social and Behavioral Sciences, 143, 471-476.
Bouhnik, D., & Marcus, T. (2006). Interaction in distance‐learning courses. Journal of the American Society for Information Science and Technology, 57, 299-305.
Cao, Q., Griffin, T. E., & Bai, X. (2009). The importance of synchronous interaction for student satisfaction with course web sites. Journal of Information Systems Education, 20(3), 331-338.
Cook, M., Annetta, L. A., Dickerson, D. L., & Minogue, J. (2011). In-service teachers’ perceptions of online learning environments. Quarterly Review of Distance Education, 12(2), 73-79.
Crystal, D. (2012). English as a global language. London: Cambridge University Press.
Darawsheh, S., ALshaar, A., & AL-Lozi, M. (2016). The degree of heads of departments at the University of Dammam to practice transformational leadership style from the point of view of the faculty members. Journal of Social Sciences (COES&RJ-JSS), 5(1), 56-79.
Fatih Baris, M., Tosun, N., (2013) Influence of E-portfolio supported education process to academic success of the students. 13th international educational technology conference. Procedia-Social and Behavioral Sciences, 103, 492-499.
Fletcher, K. M. (2005). Self-Efficacy as an evaluation measure for programs in support of online learning literacies for undergraduates. The Internet and Higher Education, 8 (3), 307-322.
Greller, W. & Drachsler, H. (2012). Translating learning into numbers: A generic framework for learning analytics. Journal of Educational Technology & Society, 15(3), 42–57.
Hajir, J. A., Obeidat, B. Y., & Al-dalahmeh, M. A., (2015). The role of knowledge management infrastructure in enhancing innovation at mobile telecommunication companies in Jordan. European Journal of Social Sciences, 50 (3), 313-330.
Hrastinski, S. (2008). Asynchronous and synchronous E-learning. EDUCAUSE Quarterly, 31(4), 51-55.
Hubackova, s. (2015). History and perspectives of ELearning. Procedia- Social and Behavioral Sciences 191, 1187-1190.
Hubackova, S., & Golkova, D. (2014). Podcasting in foreign language teaching. Procedia Social and Behavioral Sciences, 143, 143-146.
Kattoua, T., Al-Lozi, M., & Alrowwad, A. (2016). A Review of literature on E-learning systems in higher education. International Journal of Business Management and Economic Research 7(5), 754-762.
Keegan, D., Schwenke, E., Fritsch, H., Kenny, G., Kismihók, G., Bíró, M., Nix, J. (2005). Virtual classrooms in educational provision: synchronous E-learning systems for European institutions. FernUniversität ZIFF Papiere, 126. https://ub-deposit.fernuni-hagen.de/receive/mir_mods_00000367
Keller, C., Hrastinski, S., & Carlsson, S. A. (2007). Students’ acceptance of E-learning Environments: A Comparative Study in Sweden and Lithuania. International Business, 395-406.
Kim, D., & Gilman, D. A. (2008). Effects of text, audio, and graphic aids in multimedia instruction for Vocabulary Learning. Educational Technology & Society, 11 (3), 114-126.
Maqableh, M. M., Rajab, L., Quteshat, W., Khatib, T., & Karajeh, H. (2015). The impact of social media networks websites usage on students’ academic performance. Communications and Network, 7 (4), 159-171.
LaPointe, D. K., Greysen, K. R. B., & Barrett, K. A. (2004). Speak2Me: Using synchronous audio for ESL teaching in Taiwan. The International Review of Research in Open and Distance Learning, 5(1).
Lietzau, J. A., & Mann, B. J. (2009). Breaking out of the asynchronous box: Using web conferencing in distance learning. Journal of Library & Information Services in Distance Learning, 3(3-4), 108-119
Lin, H. S., Hong, Z. R., & Lawrenz, F. (2012). Promoting and scaffolding argumentation through reflective asynchronous discussions. Computers & Education, 59(2), 378–384.
Martin, F., Parker, M. A., & Deale, D. F. (2012). Examining interactivity in synchronous virtual classrooms. The International Review of Research in Open and Distance Learning, 13(3), 228-261.
Martin, F., & Parker, M. A. (2014). Use of synchronous virtual Classrooms: Why, Who, and How?. MERLOT Journal of Online Learning and Teaching, 10(2), 192-210.
McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning, 10(3). http://www.irrodl.org/index. php/irrodl/article/view/605/1264
Moravec, T., Stepanek, P., & Valenta, P. (2015). The Influence of Using E-learning Tools on the Results of Students at the Tests. Procedia Social and Behavioral Sciences, 176, 81-86.
Morrow, J., Phillips, D. J., & Bethune, E. (2007). Teaching and learning: Flexible modes and technology applications. British Journal of Midwifery, 15(7), 445-448.
Motteram, G. (2001). The role of synchronous communication in fully distance education. Australian Journal of Educational Technology, 17(2), 131-149. http://www.ascilite.org.au/ajet/ ajet17/motteram.html
Murphy, E., Rodríguez-Manzanares, M. A., & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583–591.
Mustea, A., Muresan, M., & Herman, C. (2013). Integrating E-learning into the transdisciplinary Methodology as a Solution to the Challenges of 21st Century Society. Procedia Social and Behavioral Sciences, 128, 366-372.
Park, Y. J., & Bonk, C. J. (2007). Is online life a breeze? A case study for promoting synchronous learning in a blended graduate course. Journal of Online Learning and Teaching, 3(3), 307-323.
Parsad, B. & Lewis, L. (2008). Distance education at degree-granting postsecondary Institutions: 2006–07 (NCES 2009–044). Washington, DC: National Center for Education Statistics, Instituteof Education Sciences, U.S. Department of Education. https://nces.ed.gov/pubs2009/2009044.pdf
Perveen, A. (2016). Synchronous and asynchronous E-Language learning: A Case study of virtual university of Pakistan. Open Praxis, 8 (1), 21–39.
Pfister, H. R. (2005). How to support synchronous net-based learning discourses: Principles and perspectives (pp. 39–57). Springer.
Racheva, V. (2018). Social aspects of synchronous virtual learning environments. AIP Conference Proceedings, 2048 (1), 020032. https://doi.org/10.1063/1.5082050
Robert, L.P., & Dennis, A.R. (2005). Paradox of richness: A cognitive model of media choice. IEEE Transactions on Professional Communication, 48(1), 10-21.
Rezai, A., & Zafari, N. (2010). The impact of synchronous computer-mediated communication (S-CMC) on the oral proficiency of Iranian EFL Learners. IJAL, 13(2), 101-120.
Reushle, S., & Loch, B. (2008). Conducting a trial of web conferencing software: Why, how, and perceptions from the coalface. Turkish Online Journal of Distance Education, 9(3), 19-28.
Riwayatiningsih, R., & Sulistyani, S. (2020). The Implementation of Synchronous and Asynchronous E-Language Learning in EFL Setting: A Case Study. Journal Basis, 7(2), 309-318.
Robert, L.P., & Dennis, A.R. (2005). Paradox of richness: A cognitive model of media choice. IEEE Transactions on Professional Communication, 48(1), 10–21.
Salmon, G. (2013). E-tivities: The key to active online learning. Routledge.
Shaqaqi, M., & Soleimani, H. (2018). Effects of asynchronous and conventional paper-and-pen metalinguistic feedback on L2 learners’ use of verb tense. Journal of Modern Research in English Language Studies, 5(3), 55-72.
Somenarain, L., Akkaraju, S., & Gharbaran, R. (2010). Student perceptions and learning outcomes in asynchronous and synchronous online learning environments in a biology course. Journal of Online Learning and Teaching, 6(2), 353–356.
Son, J.B. (2008). Using Web-based language learning activities. Computer Assisted Language Learning, 4(4), 34-43.
Smith, B. (2009). Student Rating of Teaching Effectiveness for Faculty Groups Based on Race and Gender Education, 129 (4), 615-624.
Stein, P. & Newfield, D. (2006). Multiliteracies and multimodality in English in education in Africa: Mapping the terrain. English Studies in Africa, 49(1), 1–21.
Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306-331.
Tabatabae, O. & Heidari Goojani, A. (2012). The impact of text-messaging on vocabulary learning of Iranian EFL Learners. Cross-cultural Communication, 8(2), 47-55.
Tarhini, A., Hone, K., Liu, X., & Tarhini, T. (2016). Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: A structural equation modeling of an extended technology acceptance model. Interactive Learning Environments, 1-23.
Watson, J., Gemin, B., Ryan, J., & Wicks, M. (2009). Keeping pace with K-12 online learning: An Annual Review of State-Level Policy and Practice. Evergreen Education Group. http://files.eric.ed.gov/fulltext/ED535909.pdf
Wong, R. (2020). When no one goes to school: Does online learning meet students’ basic learning needs?. Interactive Learning Environments. https://doi.org/ 10.1080/10494820.2020.1789672
Zamfiroiu, A., & Sbora, C. (2014). Statistical Analysis of the behavior for mobile E-learning. Procedia Economics and Finance, 10, 237-243.
| ||
|
آمار تعداد مشاهده مقاله: 1,106 تعداد دریافت فایل اصل مقاله: 1,460 |
||