Contributory Role of Virtual Courses via Skype to Control Embarrassment of Iranian EFL Learners’ Performance
Abstract
In recent years, there has been an increasing interest in integration of technology for pedagogical purposes. The present study aimed at finding out how presentation in the frame of virtual courses can control embarrassment and shyness of Iranian EFL learners. The practical part concentrated on using Skype for the purpose of presentation in seminar courses. The data collection was based on Revised Cheek and Briggs Shyness Scale (PRSS 14 item) and the target group was selected from three seminar classes during 2016. The final scores of the face to face presentation were compared with presentations via the Skype in such courses. The data were analyzed using a paired sample t-test. The results revealed a significant difference between observed results and expected results. The data were also gathered from semi-structured interviews based on the students’ attitudes towards using the Skype to increase the validity of the method. The findings showed that the students had highly positive attitudes towards integration of the technology. This study could impact those students who have enough competence but their personality type prevents them from transferring their knowledge. It could also be fruitful for curriculum developers who want to organize pedagogical area efficiently by overcoming time and place constraints.
Keywords
References
- Asoodar, M., Marandi, S., Atai, M.R., & Vaezi, Sh. (2014). Learner reflections in virtual vs. blended EAP classes. Computers in Human Behavior. Retrieved from www.elsevier.com/locate/comphumbeh Atai, M. R., & Dashtestani, R. (2013). Iranian EAP stakeholders’ attitudes towards using the Internet in EAP courses for civil engineering students: Promises and challenges. Computer Assisted Language Learning, 26(1), 21–38. Bicknell, J. (1999). Promoting writing and computer literacy skills through student authored webpages. TESOL Journal, 8(1), 20-26. Bonk, C. J. (2011). The world is open: How web technology is revolutionizing education. USA: Jossey-Bass. Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd Ed.). Englewood Cliffs, NJ: Prentice Hall Regents.
Abstract
References
- Asoodar, M., Marandi, S., Atai, M.R., & Vaezi, Sh. (2014). Learner reflections in virtual vs. blended EAP classes. Computers in Human Behavior. Retrieved from www.elsevier.com/locate/comphumbeh Atai, M. R., & Dashtestani, R. (2013). Iranian EAP stakeholders’ attitudes towards using the Internet in EAP courses for civil engineering students: Promises and challenges. Computer Assisted Language Learning, 26(1), 21–38. Bicknell, J. (1999). Promoting writing and computer literacy skills through student authored webpages. TESOL Journal, 8(1), 20-26. Bonk, C. J. (2011). The world is open: How web technology is revolutionizing education. USA: Jossey-Bass. Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd Ed.). Englewood Cliffs, NJ: Prentice Hall Regents.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | April 16, 2018 |
| Submission Date | October 10, 2017 |
| Published in Issue | Year 2018 Volume: 19 Issue: 2 |