Use of educational technologies has become increasingly significant in the field of English Language Learning. Both the teachers and students are dependent on Information and Communication Technology (ICT) and its different tools for teaching and learning in particular, and socialization in general. The scope and significance of the study on the use of ICT tool such as online discussion forum in facilitating English as a foreign language teaching and learning therefore is quite relevant considering its potential in exchanging information using the target language (L2). The study included 56 participants (N=56) at post-foundation level from Al Musanna College of Technology in Oman with the objective to find out the effectiveness of online forum discussions on the learners' EFL (English as a Foreign Language) writing performance in terms of its linguistic complexity. The experimental group (N = 28) was involved in synchronous online forum discussion, and the control group (N = 28) was engaged in asynchronous blog writing for a period of one semester. Pre-test and posttest were administered to collect quantitative data, and the participants of the experimental group were interviewed to collect the qualitative data. The post-test analysis of the quantitative data found no significant (p = 0.05) statistical difference between the groups' writing performance in terms of linguistic complexity. However, the analysis of the qualitative data collected through interview found that the use of online forum discussion in facilitating EFL writing has much positive effect on the learning process. The findings, discussion and recommendations are included in this article.

The researcher carried out the action research to experiment and experience the effectiveness of applying the theoretical aspects of bottom-up processing to help learners with decoding in listening lessons. The experimental lesson included six adult intermediate students (n = 6) from different backgrounds at an English language teaching professional development training undertaken at International House, Bangkok, Thailand in July 2021. The researcher planned the lessons after the literature review on bottom-up processing and surveying students’ needs and interests. The pre-lesson preparation included collecting the group profile, setting lesson aims and learning outcomes, analyzing the target language assuming learners’ existing knowledge, anticipating problems and solutions, planning the lesson procedures with appropriate teaching, and learning materials. and considering the timetable fit. The study aimed to find out the effectiveness of a listening lesson focused on bottom-up processing through self-reflection, and feedback from the observer, co-teachers, and students. The study was largely based on the collection of qualitative data through means of the researcher’s post-lesson reflection, and feedback from the observation, co-teachers, and students, which functioned as research tools in the study. The data analysis found that bottom-up processing was learner-engaging and beneficial to students’ positive perception of improving their listening skills. In addition, they provided the researcher with insights into the steps of planning and administering a listening lesson focused on bottom-up processing identifying areas of achievement and improvement.

The researcher carried out the action research to experiment and experience the effectiveness of applying the theoretical aspects of bottom-up processing to help learners with decoding in listening lessons. The experimental lesson included six adult intermediate students (n = 6) from different backgrounds at an English language teaching professional development training undertaken at International House, Bangkok, Thailand in July 2021. The researcher planned the lessons after the literature review on bottom-up processing and surveying students’ needs and interests. The pre-lesson preparation included collecting the group profile, setting lesson aims and learning outcomes, analyzing the target language assuming learners’ existing knowledge, anticipating problems and solutions, planning the lesson procedures with appropriate teaching, and learning materials. and considering the timetable fit. The study aimed to find out the effectiveness of a listening lesson focused on bottom-up processing through self-reflection, and feedback from the observer, co-teachers, and students. The study was largely based on the collection of qualitative data through means of the researcher’s post-lesson reflection, and feedback from the observation, co-teachers, and students, which functioned as research tools in the study. The data analysis found that bottom-up processing was learner-engaging and beneficial to students’ positive perception of improving their listening skills. In addition, they provided the researcher with insights into the steps of planning and administering a listening lesson focused on bottom-up processing identifying areas of achievement and improvement.

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