The Impact of Educational Interactive Tools on Perceived Stressors Related to Social Network Sites Among English as a Foreign Language Learners in Small Private Online Courses

Articles in Press

Document Type : Research Paper

Authors

1 Department of Linguistics and Foreign Languages, Payame Noor University. Tehran, Iran

2 Department of linguistics and language teaching, Payame Noor University

3 Department of Linguistics and Foreign Languages, Payame Noor University

10.22034/elt.2026.71906.2857

Abstract

The integration of interactive educational tools, like VoiceThread (VT), into new educational settings, like small private online courses (SPOCs), while offering substantial benefits, can introduce less explored drawbacks, including stressors associated with social network sites (SNSs). This study addresses this gap by investigating the implementation of VT within flipped SPOCs, focusing on its impact on language learners' perceived SNSs stressors encompassing three subcomponents: social overload, system feature overload, and information overload. Through a quantitative experimental method, 79 learners were randomly assigned to flipped SPOC language classes. As the experimental group, 40 learners applied the Telegram platform to receive instructions while using VT to practice speaking. In the control group, 39 learners employed only Telegram to receive instruction and also practice speaking. The participants' perceived SNS stressors were assessed by questionnaires. The results indicated that employing VT had a significant multivariate effect on the learners’ perceived SNS stressors, specifically attributed to a significant increase in social overload. No statistically significant effect was found for system feature overload or information overload. The findings suggest that the primary impact of integrating a secondary performative platform is on the social dimensions of learner stress.

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Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 04 June 2026

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