WEB-BASED LANGUAGE CLUB AFFECTING EFL LEARNERS' PROFICIENCY: A CASE OF IRANIAN LEARNERS
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Published:
Apr 3, 2015
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Abstract
Abstract:Â Language clubs have been reported to be effective in learning languages, increasing motivation and independence (Gao, 2009). The present study was an attempt to investigate the effect of a web-based language club on the language proficiency of Iranian EFL learners. A number of pre-intermediate learners form two universities (118) were selected among 154 through a test of proficiency (TOEFL PBL), then they were put into experimental and control groups. The participants in experimental group got on line and acted as a member of a virtual language club for a period of 6 months. They got involved with activities like emailing, chatting, and weblogging. Data were collected through TOEFL PBL. The analyzed data from the test of proficiency indicated the outperformance of those in experimental group. Consequently, it might be proposed that web-based language clubs can make language learning easier and more efficient. Â Â Â
Keywords: Web-based language club, English Proficiency, EFL learners
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Ashraf, H., & Salami, M. (2015). WEB-BASED LANGUAGE CLUB AFFECTING EFL LEARNERS’ PROFICIENCY: A CASE OF IRANIAN LEARNERS. English Review: Journal of English Education, 2(2), 216-229. Retrieved from http://journal.uniku.ac.id/index.php/ERJEE/article/view/97
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References
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Al-Saleem, B. I. T. (2011). The impact of the cross-cultural e-mail exchange program to enhance the EFL undergraduate Jordanian students’ writing skill. International Research Journals. 2(6): 1193-1198. Retrieved from: http://www.interesjournals.org/ER. Textbook Company.
Belisle, R. (1996). E-mail activities in the ESL writing class [WWW.document]. The Internet TESL Journal, 2(12). Retrieved from: URL http://www.aitech.ac.jp/- iteslj/ Artieles/Belisle
Blackstone, B., Spiri, J. & Naganuma, N. (2007). Blogs in English language teaching and learning: pedagogical uses and student responses. Retrieved from http://www.nus.edu.sg/celc/publications/RETL62/01to20blackstone.pdf
Chen, C.C., & Jones, K.T. (2007). Blended learning vs. traditional classroom settings: Assessing effectiveness and student perceptions in an MBA Accounting Course. The Journal of Educators Online, 4 (1).
Cohen, A. 1998. Strategies in learning and using second language. Harlow: Longman.
Corio, R. & Meloni, C. (1995). The guidelines net project. Computer-Assisted English Language Learning, 6(3), 20-24.
Fiedler, S. (2003). Personal web publishing: as a reflective conversational tool for self organized learning. Proceedings of ‘Blog Talk – A European Conference on Weblogs. Vienna, Austria, 23-24 May 2003. Retrieved from: http://seblogging.cognitivearchitects.com/stories/storyReader
Gao, X. (2009). The ‘English corner’ as an out-of class learning activity. ELT Journal, 63(1): 60-67.
Gómez, L.A.O. & Duart, J.M. (2011). A hybrid approach to university subject learning activities. British Journal of Educational Technology, 42(2).
Gonglewski, M., Meloni, C. & Brant, J. (2001). Using e-mail in foreign language teaching: rationale and suggestions. The Internet TESL Journal. 7:3 . Retrieved from: www.iteslj.org.
Martyn, E. and P. Voller. (1995). Self-access and learner independence in East Asia. Independence, 12: 2–3.
Montero-Fletaa, B., & Pérez-Sabaterb, C. (2010).A research on blogging as a platform to enhance language skills. Procedia Social and Behavioral Sciences 2: 773–777.
Motallebzadeh, K., & Amirabadi, S. (2011). Online interactional feedback in second language writing: Through peer or tutor? MJAL, 3(2): 156-174.
Motallebzadeh, K., & Ghaemi, H. (2009). On the relationship between online reading strategies and the choice of offline reading strategies of intermediate EFL learners.
Iranian EFL Journal, 3: 64-81.
Mullamaa, K. (2009). Why resort to e-learning in language teaching? ICT as a support for language learning and communication. International Conference ICT for language learning, 2nd edition.
Mullamaa, K. (2010). ICT in language learning-benefits and methodological implications international education studies, 3(1), 38-44.
Noytim, U. (2010). Weblogs enhancing EFL students’ English language learning. Procedia Social and Behavioral Sciences 2: 1127–1132.
Nunan, D. (1999). Second language teaching and learning. Boston, MA: Heinle & Heinle.
Raith, T. (2009). The use of weblogs in language education. In M. Thomas (Ed.), Handbook of Research on Web 2.0 and Second Language Learning (pp. 274-291). Hershey: IGI
Global Reference. Rashtchi, M. & Hajihassani, H.(2011). Blog-assisted language learning: A possibility in teaching reading to Iranian EFL learners. International Journal of Language Studies, 4(4), 245-362.
Rezaee, A. A., & Oladi, S. (2008). The effect of blogging on language learners’ improvement in social interactions and writing proficiency. Iranian Journal of Language Studies (IJLS), 2(1), 73-88.
Rovai, A.P, & Jordan, H. P. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International
Review of Research in Open and Distance Learning, 5(2). Stanley, G. (2005). Why Blog? Retrieved from http://searchenglish.britishcouncil.org/attachments/se/Why%20blog.PDF.
Sun, Y., & Chang, Y. (2012). Blogging to learn: becoming EFL academic writers through collaborative dialogues. Language Learning & Technology February 2012, 16(1): 43–61.
Ward, J. (2004). Having a BALL with Blog-Assisted Language Learning. LORE: An E-Journal for Teachers of Writing. Retrieved from http://www.bedfordstmartins.com/lore/digressions/content.htm?dis13
Warschauer, M. (1995). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2 & 3), 7-26.
Warschauer, M., Shetzer, H. & Meloni, C. (2000). Internet for English teaching. Alexandria, VA: TESOL Publications.
Wengberg, L., Lagnevik, A., & Hemborg, J. (2010). Language Cafés: Developing conversational language skills in school. International conference: ICT for language learning, 3rd edition. Florence, Italy.
Wu, W. (2005). Using weblogs in an EFL writing class. Proceedings of the 2005 Conference and Workshop on TEFL and Applied Linguistics (pp. 426-432). Taipei: Crane Publishing.