Iranian Teachers’ Attitude towards Using Social Media and Technology to Increase Interaction amongst Students inside or outside the Classroom

Rezaei, Sohrab; Meshkatian, Mohammad Ali

doi:10.17507/tpls.0706.02

Cited by 12 publications

(13 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study results demonstrated that by and large, the members showed a positive attitude towards the use of web-based social media in ELT. Furthermore, most members additionally demonstrated high familiarity with the educational possibilities offered by web-based social media in ELT rehearses, and a few components which might actually prevent the genuine utilization of online social media were identified (Rezaei & Meshkatian, 2017).…”

Section: Background Of Studymentioning

confidence: 99%

Technology training for ELT teachers at a Private University in Malaysia

Devarajoo¹

2021

ijsshr

View full text Add to dashboard Cite

Online teaching and learning are not new experiences in the field of ELT, but the sudden need for everyone globally to go virtual due to the pandemic is unprecedented. Currently,with theCovid-19 pandemic, online classes are beingconducted globally as a short- term emergency response to sustain education through crisis management. This study explores the effect of technology training on the teacher trainees’ preference to use print and digital media in the ELT classroom. As students in schools in the recent past years, the participants who are presently TESOL trainee teachers had never or rarely had the experience of using digital media in the ELT classroom. The study employs a qualitative method based on data gathered online through questions posed to TESOL trainee teachers during their online class on Media Resources in November 2020 – February 2021. A total of 10 TESOL trainee teachers responded to 8 open-ended interview questions posed to them digitally. Data collected was analysed qualitatively by identifying statements that respond to the research questions. Expression used in these statements were categorized to narrow down the themes. The expressions were then uploaded into a Word Cloud to identify the most significant expression that was used repetitively in response to each research question. The findings of this study will inform practice among teacher educators as the current generation of teacher trainees seemto be garnering momentumto improve the use of technology in the ELT classroom with a special focus on digital media and to encourage other ELT teacher trainees to gain confidence to use technology in their future ELT classroom. The above findings show that even though the 10 students had little exposure to digital technology when they were school students themselves, but with appropriate training to use print and digital technology and resources in the ELT classroom, they were confident of using both media resources in the future.

show abstract

Section: Background Of Studymentioning

confidence: 99%

Technology training for ELT teachers at a Private University in Malaysia

Devarajoo¹

2021

ijsshr

View full text Add to dashboard Cite

show abstract

“…Its rise has led to educational advantages engaging students into conscious learning and providing instructional activities. (Rehm & Notten, 2016;Rezaei & Meshkatian, 2017;Veletsianos & Kimmons, 2016;Wheeler, Yoomans & Wheeler, 2008). Especially WhatsApp, a mobile social media tool, has created great interests for this purpose.…”

Section: Whatsapp As a Social Media Toolmentioning

confidence: 99%

Developing EFL Writing Skills through WhatsApp Dialogue Journaling

Kocoglu

2019

ALLS

View full text Add to dashboard Cite

The present study attempts to explore the effects of WhatsApp and Pen/Paper dialogue journal writing techniques on university students’ writing performance. 45 freshmen students from Sociology department of State University in Turkey, participated in the current study forming three homogenous groups of 15, namely WhatsApp dialogue journaling (WDJ), pen/paper dialogue journaling (Pap DJW) and the control group. The experimental groups (WDJ and Pap DJW) received 12 treatment sessions expecting students to create dialogues through dialogue journaling while the control group had no treatment except weekly class requirements. Data were collected through a pre- and post-writing test administered to all groups and an open-ended questionnaire on attitudes administered just to the experimental groups. Paired-samples T-test and one-way analysis of variance (ANOVA) were conducted to determine the differences among the three groups while a content analysis was carried out to examine the attitudes. The findings related to the pre- and post-tests of all groups indicated a significant progress in overall writing production. When considering each of writing components separately; however, the differences between the pre and post tests revealed no improvement in vocabulary competence of WhatsApp group or organization skills of control group. On the other hand, pen and paper group students made a remarkable progress in all writing components. In addition, ANOVA results showed no significant difference among the groups regarding writing overall production or any component performance. Finally, both pen and paper and WhatsApp group indicated positive attitudes and a great desire towards utilizing dialogue journaling in EFL writing classes. This study will help teachers and learners of English and researchers to find out the efficacy of target writing techniques and thus make appropriate decisions concerning EFL learning.

show abstract

“…Collecting data from 383 students and 54 instructors in five universities in Oman and United Arab Emirates through questionnaires, Al-Emran, et al (2016) concluded that while the participants held positive attitudes towards mobile technologies; gender, age, smartphone ownership and level of study were the general factors affecting their attitudes. Rezaei and Meshkatian (2017) examined the perceptions of 46 Iranian ELT teachers regarding social media in teaching. The results of the survey pointed at the positive attitudes of the participants and their awareness of the pedagogical benefits of social media in teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

WhatsApp as a Tool for Sustainable Glocal Linguistic, Social and Cultural Interaction

Tulgar¹

2019

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

As a popular social media application, WhatsApp has become an integral part of daily lives of many people on earth. Researchers have investigated the individual, social and pedagogical benefits of the tool. However, the possible contributions of WhatsApp as a platform for cultural interaction in the glocal sense has not been examined yet. To call attention to this dimension of the tool, this case study aims to investigate the role of WhatsApp in maintaining glocal linguistic, social and cultural interaction among a group of foreign learners of Turkish. The participants had a three-week summer school experience in Turkey where they formed a WhatsApp group for communication. After returning back to their home countries, these participants continued their interaction with their friends through the WhatsApp group. The data for this study were collected through open-ended questions. The results of the content analysis revealed that WhatsApp was an effective application to promote the maintenance of glocal cultural interaction among the participants with its personal, social and linguistic contributions. The participants could have the chance to exchange ideas and increase their perspectives and knowledge as global citizens while preserving their cultural and national identities as local citizens. Their interactional experiences through WhatsApp can be said to have helped the participants increase their awareness and expand their intercultural knowledge from the glocal stance.

show abstract

Iranian Teachers’ Attitude towards Using Social Media and Technology to Increase Interaction amongst Students inside or outside the Classroom

Cited by 12 publications

References 18 publications

Technology training for ELT teachers at a Private University in Malaysia

Technology training for ELT teachers at a Private University in Malaysia

Developing EFL Writing Skills through WhatsApp Dialogue Journaling

WhatsApp as a Tool for Sustainable Glocal Linguistic, Social and Cultural Interaction

Contact Info

Product

Resources

About