The Impact of Multimodal Channels on Teaching Idiomatic Expressions to Intermediate EFL Learners with Regard to Their Attitudes
Publish place: Journal of Research in Applied Linguistics، Vol: 8، Issue: 0
Publish Year: 1396
نوع سند: مقاله ژورنالی
زبان: English
View: 56
This Paper With 12 Page And PDF Format Ready To Download
- Certificate
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_RALS-8-0_038
تاریخ نمایه سازی: 17 اردیبهشت 1403
Abstract:
This study was to explore facilitative function of using multimodal channels over single channel presentation and comprehension of idiomatic expressions to Iranian EFL intermediate proficiency learners. Out of a pool of ۹۰, sixty intermediate participants were homogenized by a QPT test, using a quasi-experimental design. They were randomly assigned to three equal groups: WhatsApp-, SMS- and Classroom-based groups. A pretest determined their idiomatic knowledge status. Only experimental groups received materials via technologically mediated instruction. A post-test tapped their competence after the treatment. A questionnaire was used to illicit the experimental group’s attitudes towards using technology. The results of ANOVA and t-tests showed the superiority of multimodality channel over single channel. The superiority was, WhatsApp-based, SMS-based, and SMS-based groups, respectively. The findings also revealed a strong correlation between students' attitudes towards the use of technology and their idiomatic competence.
Authors
Abdolreza Pazhakh
Islamic Azad University, Dezful Branch, Dezful
Samir Alekasir
Islamic Azad University, Ahvaz Branch, Ahvaz, Iran;