Electronic learning- virtual
Z. Cheraghi; H. Omranpour; A. Motahari nejad; F. Moghisseh
Abstract
Background and Objectives: Regarding the fact that most of the submitted official documents are written in or translated into English, all English for Specific Purposes (ESP) learners are not only required to learn professional knowledge but also need to know English technical vocabulary in their field ...
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Background and Objectives: Regarding the fact that most of the submitted official documents are written in or translated into English, all English for Specific Purposes (ESP) learners are not only required to learn professional knowledge but also need to know English technical vocabulary in their field of study. Therefore, enhancing technical vocabulary competence (VC) is one of the aims defined by ESP learners. In this new digital era, various techniques facilitate vocabulary learning via using Information and Communication Technology. Due to the advent of technology and the developmental trend of learning, learners are provided with the opportunity to use online and mobile applications in a very wide range to develop their English vocabulary knowledge. Accordingly, this study was an attempt to explore the effect of using Google Docs on ESP students' vocabulary learning. The research also intended to find out the learners' perceptions toward using Google Docs on learning and practicing target technical vocabulary.Materials and Methods: To this end, a quasi-experimental research design was employed for gathering both quantitative and qualitative data. In this regard, 40 Iranian ESP nursing learners who were randomly allocated into an experimental (n=20) and a control group (n=20) participated in this study. The learners in the control group were asked to use their personal traditional techniques for learning technical vocabulary, while the experimental group was assigned to use Google Docs for vocabulary learning. Four data-gathering instruments were utilized; first, an Oxford Placement Test (OPT) was employed for homogenizing the participants. Second, each group underwent a pretest and a posttest to assess their learning of the assigned vocabulary lessons. Then, a survey was conducted among the experimental group to investigate learners' motivation about learning technical vocabulary through using Google Docs. Lastly, a semi-structured interview was employed with the experimental group to explore their thoughts and perceptions toward using Google Docs. A series of t-tests, including two paired sample t-tests and one independent samples t-test were employed to compare the performance of the two groups in terms of learning technical vocabulary.Findings: Subsequent to validating the assumption of normality, the results of an independent samples t-test revealed that there was a significant difference between the students of the experimental and control groups on post-test scores. The obtained data revealed that both experimental and control groups were able to improve their vocabulary learning successfully. However, comparing the two groups showed that the experimental group performed significantly better than their counterparts in the control group who used their practical traditional techniques for learning specialized vocabulary in ESP courses. Additionally, face-to-face semi-structured interview results uncovered that the experimental group learners had positive perceptions toward using Google Docs for learning technical vocabulary.Conclusions: Counting on the integration of technology into the curriculum of learning/ teaching ESP, it was concluded that Google Docs was an effective website tool that boosts, engages, and motivates learners to expand their technical vocabulary learning. Based on the limitation of the research, it is suggested to conduct a similar study with both male and female ESP learners, and also with a larger sample. The results of this research contain considerable implications for ESP instructors and learners and also curriculum and syllabus designers. Incorporating ICT into ESP education has revolutionized and changed the method by which ESP material developers construct ESP materials. So, findings can be implemented in any educational contexts as well as other languages.
English teaching
R. Nejati; Z. Cheraghi; A. Nasery
Abstract
Backgrounds and Objectives:Today, all over the world and in our country, the need to speak English has increased and has caused a lot of demand for learning this language. This need is met through various means such as formal education in schools and colleges, travel to English-speaking countries, and ...
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Backgrounds and Objectives:Today, all over the world and in our country, the need to speak English has increased and has caused a lot of demand for learning this language. This need is met through various means such as formal education in schools and colleges, travel to English-speaking countries, and so on. But classroom teaching seems to be the most common opportunity for language learning; Therefore, the need for quality education and appropriate materials is inevitable. According to education experts, the textbook is a manifestation of the approved curriculum of the educational system. The textbook is one of the most important sources of learning in educational systems and is the main material of the school curriculum. Research on textbooks is necessary because it is used by many teachers and students effective in designing appropriate learning opportunities for students. Studying textbooks can reveal the connection between some of the students' learning difficulties and the curriculum and help to incorporate the concepts of the curriculum in the appropriate way in the textbooks. Authors of Prospect (1) have stated that the book was developed based on dynamic communicative language teaching approach. The present study evaluates all texts, pictures and exercises of the book in terms of communicative language teaching criteria to assess its effectiveness. The researcher attempts to investigate the application of communicative language teaching in the content of the book under study. The study addresses this question ‘to what extend the content of the book is in harmony with principles of communicative language teaching’. Methods: It is a descriptive content analysis study. The instrument entails six components of communicative language teaching and has been validated through content analysis by 5 scholars. Data collection was done by three researchers working independently. Kappa agreement statistic is greater than 0.8 indicating satisfactory inter-rater reliability. Findings:The results, analyzed through Shannon entropy revealed that group interaction (0.37), lingual communication (0.009), culture comparing (0.167), two by two communication (0.139), meaningfulness (0.079) and information gap (0.046) carried content weight. The book seems to be effective in terms of communicative language teaching principles. Conclusion: Based on the obtained results, the importance of the components of communication approach in the 7th grade English textbook is as follows: 1. Strengthening group communication, 2. Adapting to the culture of the country, 3. Strengthening two-way communication, 4. Meaningful principle, 5. Information gap, 6. Lingual communication. The most prominent feature of this book is that it adequately addresses the components of the communication approach. Attention to strengthening group communication indicates that language teaching is moving away from the traditional method, which helps the learner a lot. Paying attention to the adaptation of the educational content to the culture of the country makes the content of the courses tangible and attractive and strengthens learning.
