English language teaching
Saman Ebadi; Rana Rahimi
Abstract
This study builds on technology-mediated feedback research up to 2020 to provide an updated account. It offers an overview of contextual trends, feedback focus, and the types of technology and software used. The analysis focuses on peer-reviewed studies examining technology-mediated corrective feedback ...
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This study builds on technology-mediated feedback research up to 2020 to provide an updated account. It offers an overview of contextual trends, feedback focus, and the types of technology and software used. The analysis focuses on peer-reviewed studies examining technology-mediated corrective feedback on writing in EFL or ESL contexts, using quantitative or mixed methods approaches. Data was coded using an Excel sheet, and frequencies were reported as percentages. The major findings indicate that technology-mediated feedback is more prevalent in higher education, emphasizing the importance of leveraging technology for enhancing feedback practices. Additionally, half of the publications employed a mixed-methods approach, contributing to a more comprehensive understanding of the topic. However, some studies lacked methodological transparency; therefore, the study highlights the need for stricter reporting guidelines. Furthermore, the findings reveal that teachers and computers are the primary sources of feedback in technology-mediated settings, aligning with their significant roles in traditional and online learning environments. According to findings, educators are encouraged to adopt technology-mediated feedback in higher education and engage in training and professional development in this area. Researchers are recommended to continue conducting mixed-methods studies by following more rigorous transparency guidelines.
Saman Ebadi; Saeed Khazaie; Saba Bashiri
Abstract
This mixed-method study endeavored to solicit the perspectives of Iranian collegiate students passing the obligatory course of medical English through Navid Learning Management System and its acceptance during COVID-19 pandemic. Utilizing Technology Acceptance Model, this study also sought to examine ...
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This mixed-method study endeavored to solicit the perspectives of Iranian collegiate students passing the obligatory course of medical English through Navid Learning Management System and its acceptance during COVID-19 pandemic. Utilizing Technology Acceptance Model, this study also sought to examine the possible effect gender, academic degree, instructional mode, and e-learning duration in LMS may have on the participants' attitudes. An online survey was employed to gather data from 78 Iranian students. Semi-structured interviews with ten participants were conducted as well to shed more light on the quantitative data regarding main advantages and disadvantages of medical English learning through Navid. The data were analyzed through descriptive and inferential statistics along with inductive thematic analysis, respectively. Findings revealed that Iranian collegiate medical students viewed Navid as a comprehensive e-learning platform to be favorable in terms of its system/service quality, student/educational service quality, and perceived satisfaction, but its perceived satisfaction was not aligned with their needs. Moreover, neither the individual variables, (viz., age and academic degree), nor the instructional variables (viz., instructional mode and e-learning duration) were predictors of the discrepancies among the participants in their perspectives and acceptance of Navid. Learning ubiquitously and lacking face-to-face communication were the main advantage and disadvantage of learning medical English through Navid, respectively. Results revealed that although under the Covid-19 pandemic the acceptance of Navid and students' satisfaction with its use might not be related to the individual and instructional variables in the medical English courses, it might not be the case in others.
Saman Ebadi; Shokoofeh - Vakili Latif
Volume 7, Issue 16 , December 2015, , Pages 15-36
Abstract
This paper investigated the ways Iranian B.A and M.A students of English language and their professors represent themselves linguistically in their e-mails in general, and the ways they construct and negotiate power with regard to social and cultural norms in particular. It examined 84 e-mail messages ...
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This paper investigated the ways Iranian B.A and M.A students of English language and their professors represent themselves linguistically in their e-mails in general, and the ways they construct and negotiate power with regard to social and cultural norms in particular. It examined 84 e-mail messages students and professors exchanged in 2012-2013 academic year through Halliday`s Systemic Functional Grammar (SFG) and components of critical discourse analysis (CDA). Both parties actively used e-mails to create and maintain interpersonal relationship with each other in different ways. They mainly relied on material and mental processes to convey their meanings and thoughts and felt free in the selection and manipulation of thematic elements in their writings. With regard to the construction and negotiation of power it was also revealed that both parties reconstructed and recontextualized (Bernstein, 1971) discourses and practices of the traditional classrooms prescribed by their social, cultural, and religious norms in internet context. The findings of this study will shed light on the contributions of power relations, social and cultural norms as well as other related factors in the process of communication between professors and students. Such critical functional approach has a powerful impact on students and instructors in their professional learning contexts and offers instructors in internet contexts explicit ways of recognizing and valuing differences in the language students use to respond in those contexts.
