Department of English, Payamenoor University, South Tehran Branch Research Article

دسته بندی موضوعی : برنامه ریزی درسی و آموزشی

زبان : انگلیسی

نوع فایل : PDF

تعداد صفحات : 50

وضعیت : این مقاله توسط هیات داوران پایگاه ایران ژورنال داوری شده است
فصل نامه علمی تخصصی پژوهش برتر - سال اول شماره دوم - تابستان 1404

نویسندگان :
Mehri Mougouie .

ثبت شده توسط : ایران ژورنال

لینک مستقیم مقاله : https://iran-journals.com/doc/542

چکیده فارسی :

The present research was a unique attempt to discover the effect of asynchronous dialogue journal (DJ for short) on EFL learners' motivation. After running the KET test as a homogeneity test, the researcher selected 27 male and female intermediate EFL learners studying English at Oxford Foreign Language Institute in Ahvaz, Khuzestan province, Iran. They were assigned to one class as an experimental group (n=27). The researcher applied a contextualized and validated version of the mini-AMTB motivation questionnaire developed by Jodai et al. (2013) to identify the learners' motivation. The learners' scores were recorded as pre-test scores. The learners worked on writing appropriate DJs through "Whats App as asynchronous E-learning" for 15 sessions. The principles of writing appropriate DJ were followed, as Peyton (2000) suggested. In the final session, the same motivation questionnaire was administered again, and the learners' scores were recorded as post-test scores. The obtained results of data analysis revealed that asynchronous DJ significantly raised EFL learners' motivation. Finally, the researcher discussed the pedagogical implications and some suggestions for further research.

کلمات کلیدی فارسی :
Asynchronous virtual learning; Dialogue journal; EFL learners; Motivation