Comparing and Contrasting the Interactional Performance of Teachers and Students in Traditional and Virtual Classrooms of Advanced Writing Course in Distance Education University

Abstract

Since interaction provides the opportunity for students to share their ideas, thoughts, comments and feelings with their peers and teacher, it can be claimed that it is an integral component of learning. The present study applied the Sinclair and Coulthard's interaction (IRF) (1975) model on the English learners of two traditional and virtual classes in order to investigate the differences between their writing scores in these two classes on the one hand, and the extent to which the IRF structure occurs in these two classes on the other hand. For this purpose, 79 and 20 intermediate level EFL learners were selected from the virtual and traditional classes of Payame Noor University (PNU). They were given the pre-test at the beginning and post-test after eight sessions of the same treatment in both classes by the same instructor. Their pre-and post-test scores were compared. The results indicated that there was a significant difference between the participants' post-test scores in two classes in terms of three components of the intended six components of the five-paragraph essay. This study concluded that the participants in the virtual class performed better than their peers in the traditional one. Moreover, the number of interactions between the participants and teacher was more in the virtual class. Since the effect of interaction between the students and teacher on better performance and learning was shown in this study, other teachers can take into consideration the importance of interaction as well as technology for better teaching-learning process.

The Comparative Effect of Online Instruction, Flipped Instruction, and Traditional Instruction on Developing Iranian EFL Learners’ Vocabulary Knowledge

“…e better performances of the students who utilized the flipped and the online instructions can refer to the fact that they had more interactions. Interactions and technologies assisted EFL students' development in learning vocabulary [43].…”

The Effect of Flipped Classroom on Iranian Adolescents: Elementary EFL Learners’ Vocabulary Recall and Retention

“…e current research set out to explore whether flipped classroom instruction could promote adolescent elementary EFL learners' vocabulary recall and retention. In the flipped classroom, there is more chance for engagement and interaction, and thus, these features of the flipped classroom instruction along with technology combined with each other improve learners' vocabulary knowledge [49]. Concerning the first research question whether the flipped classroom instruction has any significant effects on vocabulary recall and retention by adolescent elementary EFL learners, the results of analyzing data positively answer the first research question.…”

Antecedents and Consequences of User Acceptance of Three-Dimensional Virtual Worlds in Higher Education

“…Assessment of the consequences of applying new technology in a particular context becomes essential for understanding its characteristics, capabilities, benefits, as well as probable issues faced. Researchers have recently become interested in teaching and learning through virtual classroom (Asadi et al, 2019). The interaction and learning experience possible through 3DVW-based classrooms clearly differs from that of a traditional classroom.…”