IRANIAN LEARNERS’ PERCEPTIONS OF THE IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON THEIR ENGLISH AURAL/ORAL SKILLS
The present study aimed to investigate the perceptions of Iranian English as Foreign Language (EFL) learners regarding the impact of technology-assisted instruction through the utilization of Information and Communication Technologies (ICTs) on their listening comprehension and speaking ability. To...
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Institute of Information Technologies and Learning Tools
2017-02-01
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Online Access: | http://journal.iitta.gov.ua/index.php/itlt/article/view/1537 |
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doaj-c6f8bc628e8c41e2b7544305f7cfcb4d2021-01-02T09:36:28ZengInstitute of Information Technologies and Learning ToolsІнформаційні технології і засоби навчання2076-81842017-02-01571126138937IRANIAN LEARNERS’ PERCEPTIONS OF THE IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON THEIR ENGLISH AURAL/ORAL SKILLSRozi Souzanzan0Mohammad Sadegh Bagheri1English Language Department, Shiraz Branch, Islamic Azad University, ShirazEnglish Language Department, Shiraz Branch, Islamic Azad University, ShirazThe present study aimed to investigate the perceptions of Iranian English as Foreign Language (EFL) learners regarding the impact of technology-assisted instruction through the utilization of Information and Communication Technologies (ICTs) on their listening comprehension and speaking ability. To this end, eighty Iranian EFL learners whose age range was between twenty to thirty five took part in the study. They were randomly divided into four groups and were exposed to technology-assisted instruction on their course-related contents through different ICTs as their out-of-class activities for one hour per week during two and a half months. The ICTs which were the focus of this study included: Podcasts, YouTube, Skype, and Instagram. The analysis of the participants’ answers indicated that the majority of them (83.8%) were positive toward technology-assisted instruction. In addition, 80% of them tended to use ICTs for their future language learning purposes.http://journal.iitta.gov.ua/index.php/itlt/article/view/1537ICTsInstagramIranian EFL LearnersListening ComprehensionPodcastsSkypeSpeaking AbilityTechnology-Assisted InstructionYouTube |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Rozi Souzanzan Mohammad Sadegh Bagheri |
spellingShingle |
Rozi Souzanzan Mohammad Sadegh Bagheri IRANIAN LEARNERS’ PERCEPTIONS OF THE IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON THEIR ENGLISH AURAL/ORAL SKILLS Інформаційні технології і засоби навчання ICTs Iranian EFL Learners Listening Comprehension Podcasts Skype Speaking Ability Technology-Assisted Instruction YouTube |
author_facet |
Rozi Souzanzan Mohammad Sadegh Bagheri |
author_sort |
Rozi Souzanzan |
title |
IRANIAN LEARNERS’ PERCEPTIONS OF THE IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON THEIR ENGLISH AURAL/ORAL SKILLS |
title_short |
IRANIAN LEARNERS’ PERCEPTIONS OF THE IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON THEIR ENGLISH AURAL/ORAL SKILLS |
title_full |
IRANIAN LEARNERS’ PERCEPTIONS OF THE IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON THEIR ENGLISH AURAL/ORAL SKILLS |
title_fullStr |
IRANIAN LEARNERS’ PERCEPTIONS OF THE IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON THEIR ENGLISH AURAL/ORAL SKILLS |
title_full_unstemmed |
IRANIAN LEARNERS’ PERCEPTIONS OF THE IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON THEIR ENGLISH AURAL/ORAL SKILLS |
title_sort |
iranian learners’ perceptions of the impact of technology-assisted instruction on their english aural/oral skills |
publisher |
Institute of Information Technologies and Learning Tools |
series |
Інформаційні технології і засоби навчання |
issn |
2076-8184 |
publishDate |
2017-02-01 |
description |
The present study aimed to investigate the perceptions of Iranian English as Foreign Language (EFL) learners regarding the impact of technology-assisted instruction through the utilization of Information and Communication Technologies (ICTs) on their listening comprehension and speaking ability. To this end, eighty Iranian EFL learners whose age range was between twenty to thirty five took part in the study. They were randomly divided into four groups and were exposed to technology-assisted instruction on their course-related contents through different ICTs as their out-of-class activities for one hour per week during two and a half months. The ICTs which were the focus of this study included: Podcasts, YouTube, Skype, and Instagram. The analysis of the participants’ answers indicated that the majority of them (83.8%) were positive toward technology-assisted instruction. In addition, 80% of them tended to use ICTs for their future language learning purposes. |
topic |
ICTs Iranian EFL Learners Listening Comprehension Podcasts Skype Speaking Ability Technology-Assisted Instruction YouTube |
url |
http://journal.iitta.gov.ua/index.php/itlt/article/view/1537 |
work_keys_str_mv |
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