Effects of Interactive Text Chat and Independent Writing on Iranian EFL Language Learning
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No Canadian affiliation. An affiliation-only frame — the usual design — would never have seen this work. It is one of the works that make the case for inverting the frame.
Post-publication record
- Nature
- Retraction
- Reason
- Notice - Limited or No Information;
- Date
- 10/11/2016 0:00
- Flagged by OpenAlex?
- Yes
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Machine scores (provisional)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
- Teacher spread
- 0.253 · how far apart the two teachers sit on this one work
- Validation status
score_only:v0-immature-baseline· verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it
Abstract
<p>The present Study tries to examine the degree of significance of interaction for foreign language learning by investigating results of dichotomous kinds of home work tasks. The researcher tried to compare: (a) interactive assignment, accomplished through text chat activities, and (b) individual assignment, accomplished through independent writing activities. For six weeks participants in two separate intermediate- level English classes in a between-subjects design were exposed to the two different situations and accomplished the supposed activities three times a week. In the assigned interactive situation, learner pairs involved in real-time text-chat sessions, accomplishing activities planned to promote interaction and collaboration via opinion-gaps or information- reasoning-. While In the individual situation, learners accomplished similar writing tasks alone. The same language input was provided in both conditions and the essential production, over an equivalent amount of time was the same in two conditions as well. Language improvements were examined via pre- and post-tests of writing, vocabulary, and speaking. Learners in the interactive situation revealed more obvious gains in oral production and vocabulary knowledge than learners in the individual situation, but it was found that learners’ writing accuracy or complexity did not differ. Comparison of the outcomes of the present study at the beginning of the survey and later in the study reveals that learners in the interactive situation created more English types and tokens in their activities than learners in the individual situation too. Thus the obtained findings of the study support the advantages of assigning interactive activities for foreign language production and acquisition.</p>
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The record
- Venue
- International Journal of English Linguistics
- Topic
- EFL/ESL Teaching and Learning
- Field
- Arts and Humanities
- Canadian institutions
- —
- Funders
- —
- Keywords
- VocabularyForeign languageComputer sciencePsychologyProduction (economics)Mathematics educationLinguistics
- Has abstract in OpenAlex
- yes