COMPARING EFL LEARNERS’ RESPONSES IN ONLINE AND TRADITIONAL CLASSES: A MIXED METHOD APPROACH

Year 2020, Volume: 21 Issue: 4, 124 - 142, 01.10.2020

Marjan Banafshı Farzaneh Khodabandeh Fatemeh Hemmatı

https://doi.org/10.17718/tojde.803382

Cited By: 6

Abstract

The aim of this article was twofold. First, it considered the effect of social networks (Telegram) on the
vocabulary knowledge of the participants, then it compared the participants’ responses in IRF (initiation,
response, & feedback) pattern in two different settings (traditional class and the online one). A group of
foreign language learners took the Nelson Proficiency Test and a total of 60 learners were selected to participate
in the study. Then they were randomly assigned to an experimental and a control group. After the treatment,
the pre-test and post-test results were compared. For the second part of the study, the participants’ comments
were analyzed quantitatively and qualitatively. The results revealed a significant difference between the two
groups, not only in their vocabulary knowledge but also in the way they communicated. This study has
implications for both teachers and learners to increase their awareness of the benefits of new opportunities
provided by technology in teaching-learning process.

Keywords

Discourse analysis, IRF, online setting, students’ response, traditional setting

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