چکیده:
This study was to explore facilitative function of using multimodal channels over single channel presentation and comprehension of idiomatic expressions to Iranian EFL intermediate proficiency learners. Out of a pool of 90, sixty intermediate participants were homogenized by a QPT test, using a quasi-experimental design. They were randomly assigned to three equal groups: WhatsApp-, SMS- and Classroom-based groups. A pretest determined their idiomatic knowledge status. Only experimental groups received materials via technologically mediated instruction. A post-test tapped their competence after the treatment. A questionnaire was used to illicit the experimental group's attitudes towards using technology. The results of ANOV A and t-tests showed the superiority of multimodality channel over single channel. The superiority was, WhatsApp-based, SMS-based, and SMS-based groups, respectively. The findings also revealed a strong correlation between students' attitudes towards the use of technology and their idiomatic competence.
خلاصه ماشینی:
These models which all imply the significance of technological developments in developing L2 teaching and learning are as follows: Task technology fit (TIF) (Dale, Goodhue and Thompson, 1995), Technology-to-Performance Chain (TPC) Theory of reasoned action (TRA) (Alberth, 2013), Theory of Planned Behavior (TPB), Technology Acceptance Model (TAM) (Davis, 1989), Transactional Distance Theory Park (2011).
In line with the findings Thornton and Houser (2004, 2005), Aldalalah & Fong (2010), and Asschier (2014), , Broek, Segers, & Verhoeven (2014) using multimodal channels is more successful than the conventional approaching to presenting new materials to students.
The design was quasi-experimental, with a pretest and a treatment of multimodal channels instruction, a Post-test , and a questionnaire soliciting the correlations between students' attitude towards using technology in teaching idioms.
4. 2 Results on the 1st Research Question To put the second question to test, an ANOVA test was run to explore if the mean scores of the three experimental groups under different language channels using various technological developments as different instructional modes (See Table 4.
They corroborate with the results of Bahrani (2012) and Azar's & Nasiri's (2014) who voiced their concern regarding the impact of the Iranian EFL learner's attitudes toward the effectiveness of Mobile Assisted Language Learning on their listening comprehension.
The results of the current study were also in consistence with those of Soleimani's, Ismail's & Mustaffa's (2014),who also utilized the Technology Acceptance Model (TAM) for exploring the learners' attitudes towards mobile assisted language learning (MALL).