Year 2020, Volume 21 , Issue 4, Pages 124 - 142 2020-10-01

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

Marjan BANAFSHI [1] , Farzaneh KHODABANDEH [2] , Fatemeh HEMMATI [3]


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.
Discourse analysis, IRF, online setting, students’ response, traditional setting
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Primary Language en
Subjects Social
Journal Section Articles
Authors

Orcid: 0000-0002-8825-0359
Author: Marjan BANAFSHI (Primary Author)
Institution: Payame Noor University Tehran, IRAN
Country: Iran


Orcid: 0000-0003-2104-622X
Author: Farzaneh KHODABANDEH
Institution: Payame Noor University Tehran, IRAN
Country: Iran


Orcid: 0000-0002-1237-5075
Author: Fatemeh HEMMATI
Institution: Payame Noor University Tehran, IRAN
Country: Iran


Dates

Application Date : April 25, 2019
Acceptance Date : October 22, 2020
Publication Date : October 1, 2020

APA Banafshı, M , Khodabandeh, F , Hemmatı, F . (2020). COMPARING EFL LEARNERS’ RESPONSES IN ONLINE AND TRADITIONAL CLASSES: A MIXED METHOD APPROACH . Turkish Online Journal of Distance Education , 21 (4) , 124-142 . DOI: 10.17718/tojde.803382