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A STUDY INTO THE IMPACT OF THE CHOICE OF COGNITIVE AND META-COGNITIVE STRATEGIES AND PODCASTS ON VOCABULARY GAIN AND RETENTION LEVELS IN THE TELEGRAM-BASED E-LEARNING CONTEXT

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Elekaei A., Tabrizi H. H., Chalak A.
Teaching English with Technology
|
2020
|
vol. 20
|
issue 2
98-117
EN
Forming synchronous and asynchronous learning networks utilizing internet has been simplified by new technologies. The present study investigated the effects of learners’ choice of cognitive and meta-cognitive strategies on vocabulary gain and retention levels in the e-learning context. 180 participants took part in this study and 120 audio podcasts plus still and animated pictures were presented to the participants in the Telegram channel. 23 strategy items on a 5-point Likert scale were presented to the participants by means of a voting robot system on the main page of the channel after the treatment. Additionally, an immediate as well as a delayed vocabulary posttest in the form of multiple-choice were administered, separately. Four one-way ANOVAs were run in order to answer the questions. The results revealed that the choice of cognitive strategy significantly affected the level of vocabulary gain and retention. In other words, learners who applied more cognitive strategies had higher levels in vocabulary gain and retention. However, the choice of meta-cognitive strategy had no considerable influence on vocabulary gain and retention.
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TELEGRAM: AN INSTANT MESSAGING APPLICATION TO ASSIST DISTANCE LANGUAGE LEARNING

100%
Faramarzi S., Tabrizi H. H., Chalak A.
Teaching English with Technology
|
2019
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vol. 19
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issue 1
132-147
EN
App Review
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LEARNERS’ PERCEPTIONS AND ATTITUDES TOWARDS L2 VODCASTING TASKS IN AN E-LEARNING PROJECT

100%
Faramarzi S., Tabrizi H. H., Chalak A.
Teaching English with Technology
|
2019
|
vol. 19
|
issue 3
3-21
EN
The Vodcasting technology has thrived as an auxiliary tool to support learners with supplementary materials. The current study aimed at exploring the use of vodcasting technology and the learners’ perceptions and attitudes towards practicing L2 vodcasting tasks. For this reason, a sample of 120 Iranian EFL learners were selected and they received twelve weeks of treatment which included working on five different genres of vodcasting tasks. Participants received vodcasting tasks via Telegram application and were asked to do them in specific stages. In order to measure the participants’ attitudes and perceptions, a learner engagement questionnaire was electronically distributed. The results revealed that the learners viewed the experience as significantly positive and constructive. It is concluded that the vodcasting technology can be executed independently as it can change the studying habits of learners, facilitate the monitoring process and the assessment system, maximize cooperation among the learners, and improve the relationship between the learners and the instructor.
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