DIGITAL MULTIMODAL COMPOSING VS. MOOC-BASED INSTRUCTION: EFFECTS ON IELTS CANDIDATES’ SPEAKING FLUENCY AND COHERENCE

Hossein Heidari Tabrizi

Makale detayları

DIGITAL MULTIMODAL COMPOSING VS. MOOC-BASED INSTRUCTION: EFFECTS ON IELTS CANDIDATES’ SPEAKING FLUENCY AND COHERENCE

Yazarlar:

Hossein Heidari Tabrizi

Yayıncı:

Anadolu University

Ana Başlıklar:

Curriculum and Instration (Other)

Dergi:

Turkish Online Journal of Distance Education Vol.26 Issue 4, pp.222-239

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001360008

pISSN:

1302-6488

Anahtar kelimeler:

Özet:

 Over the past decades, language teachers have utilized the advantages of technology in the language classroom, yet given the explosion of technological tools and applications in recent years, there is no consensus as to which technological advancement best serves the development of which language skills or components. The current investigation was designed to examine the potential impacts of digital multimodal composing DMC and massive online open courses MOOC on the speaking fluency and coherence of Iranian intermediate IELTS candidates. To this end, a pretest-treatment-posttest, quasi-experimental design was utilized and a sample of 93 malefemale EFL learners at the intermediate level were selected based on volunteer sampling procedures. Subsequently, the participants were assigned to the three groups of DMC, MOOC, and control group CG. The three groups were exposed to the same instructional materials, with the difference being that in DMC, the learners had to produce videos during the course and post them on the Flip platform for their peers and teacher to review and comment. They then could use the feedback to make correctionsrevisions; in the MOOC condition, the learners signed up for the course on futurelearn. com and received video presentations, pdf articles, and quizzes, and they were made to leave comments or react to each others comments during the course. In the CG, the materials were presented in print and through powerpoint slides by the teacher. Comparisons of the speaking posttest scores of the learners in the three groups revealed that with regard to fluency and coherence, DMC learners significantly outperformed MOOC learners, who were in turn better than the CG learners. Based on these findings, this study presents a discussion of certain pedagogical implications.

 Over the past decades, language teachers have utilized the advantages of technology in the language classroom, yet given the explosion of technological tools and applications in recent years, there is no consensus as to which technological advancement best serves the development of which language skills or components. The current investigation was designed to examine the potential impacts of digital multimodal composing DMC and massive online open courses MOOC on the speaking fluency and coherence of Iranian intermediate IELTS candidates. To this end, a pretest-treatment-posttest, quasi-experimental design was utilized and a sample of 93 malefemale EFL learners at the intermediate level were selected based on volunteer sampling procedures. Subsequently, the participants were assigned to the three groups of DMC, MOOC, and control group CG. The three groups were exposed to the same instructional materials, with the difference being that in DMC, the learners had to produce videos during the course and post them on the Flip platform for their peers and teacher to review and comment. They then could use the feedback to make correctionsrevisions; in the MOOC condition, the learners signed up for the course on futurelearn. com and received video presentations, pdf articles, and quizzes, and they were made to leave comments or react to each others comments during the course. In the CG, the materials were presented in print and through powerpoint slides by the teacher. Comparisons of the speaking posttest scores of the learners in the three groups revealed that with regard to fluency and coherence, DMC learners significantly outperformed MOOC learners, who were in turn better than the CG learners. Based on these findings, this study presents a discussion of certain pedagogical implications.

 Over the past decades, language teachers have utilized the advantages of technology in the language classroom, yet given the explosion of technological tools and applications in recent years, there is no consensus as to which technological advancement best serves the development of which language skills or components. The current investigation was designed to examine the potential impacts of digital multimodal composing DMC and massive online open courses MOOC on the speaking fluency and coherence of Iranian intermediate IELTS candidates. To this end, a pretest-treatment-posttest, quasi-experimental design was utilized and a sample of 93 malefemale EFL learners at the intermediate level were selected based on volunteer sampling procedures. Subsequently, the participants were assigned to the three groups of DMC, MOOC, and control group CG. The three groups were exposed to the same instructional materials, with the difference being that in DMC, the learners had to produce videos during the course and post them on the Flip platform for their peers and teacher to review and comment. They then could use the feedback to make correctionsrevisions; in the MOOC condition, the learners signed up for the course on futurelearn. com and received video presentations, pdf articles, and quizzes, and they were made to leave comments or react to each others comments during the course. In the CG, the materials were presented in print and through powerpoint slides by the teacher. Comparisons of the speaking posttest scores of the learners in the three groups revealed that with regard to fluency and coherence, DMC learners significantly outperformed MOOC learners, who were in turn better than the CG learners. Based on these findings, this study presents a discussion of certain pedagogical implications.

 Over the past decades, language teachers have utilized the advantages of technology in the language classroom, yet given the explosion of technological tools and applications in recent years, there is no consensus as to which technological advancement best serves the development of which language skills or components. The current investigation was designed to examine the potential impacts of digital multimodal composing DMC and massive online open courses MOOC on the speaking fluency and coherence of Iranian intermediate IELTS candidates. To this end, a pretest-treatment-posttest, quasi-experimental design was utilized and a sample of 93 malefemale EFL learners at the intermediate level were selected based on volunteer sampling procedures. Subsequently, the participants were assigned to the three groups of DMC, MOOC, and control group CG. The three groups were exposed to the same instructional materials, with the difference being that in DMC, the learners had to produce videos during the course and post them on the Flip platform for their peers and teacher to review and comment. They then could use the feedback to make correctionsrevisions; in the MOOC condition, the learners signed up for the course on futurelearn. com and received video presentations, pdf articles, and quizzes, and they were made to leave comments or react to each others comments during the course. In the CG, the materials were presented in print and through powerpoint slides by the teacher. Comparisons of the speaking posttest scores of the learners in the three groups revealed that with regard to fluency and coherence, DMC learners significantly outperformed MOOC learners, who were in turn better than the CG learners. Based on these findings, this study presents a discussion of certain pedagogical implications.

Makale detayları

DIGITAL MULTIMODAL COMPOSING VS. MOOC-BASED INSTRUCTION: EFFECTS ON IELTS CANDIDATES’ SPEAKING FLUENCY AND COHERENCE

Yazarlar:

Hossein Heidari Tabrizi

Yayıncı:

Anadolu University

Ana Başlıklar:

Curriculum and Instration (Other)

Dergi:

Turkish Online Journal of Distance Education Vol.26 Issue 4, pp.222-239

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001360008

pISSN:

1302-6488

Coherence

DMC

Fluency

IELTS

MOOC

Speaking

Sayı

Makale detayları

DIGITAL MULTIMODAL COMPOSING VS. MOOC-BASED INSTRUCTION: EFFECTS ON IELTS CANDIDATES’ SPEAKING FLUENCY AND COHERENCE

Yazarlar: Hossein Heidari Tabrizi

Yayıncı: Anadolu University

Ana Başlıklar: Curriculum and Instration (Other)

Dergi: Turkish Online Journal of Distance Education Vol.26 Issue 4, pp.222-239

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001360008

pISSN: 1302-6488

Coherence

DMC

Fluency

IELTS

MOOC

Speaking

Sayı

Yazarlar:

Hossein Heidari Tabrizi

Yayıncı:

Anadolu University

Ana Başlıklar:

Curriculum and Instration (Other)

Dergi:

Turkish Online Journal of Distance Education Vol.26 Issue 4, pp.222-239

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001360008

pISSN:

1302-6488