چکیده:
This study aimed to investigate the impact of web-based cooperative teaching through strategy-based instruction on EFL learners’ speaking and listening skills. Moreover, the use of cooperative teaching was hypothesized to have impact on the EFL learners’ self-efficacy. To this purpose, the study followed a mixed-methods design by implementing both qualitative and quantitative data gathering procedures through tests, questionnaire and interviews. The population of the study was made up of 48 EFL learners in a language institute in Kerman, a city in the south east of Iran. In order to collect data, four instruments were used: Cambridge Placement Test to homogenize the participants, pre- and post-listening and speaking tests, a questionnaire to estimate EFL learners’ self-efficacy and finally an interview. Based on the obtained results, it was revealed that the learners in the online group improved much more satisfactorily than those taught through traditional teaching procedures. It was, therefore, concluded that collaborative teaching strategies were effective in the web environment. Besides, meaningful relationships were observed between the use of the applied strategies and the oral skills. Furthermore, the results of the questionnaire clearly indicated the learners’ self-efficacy improvement from pre- to post-administration. Finally, the resulted obtained from the interview showed the positive effect of web-based cooperative and strategy teaching in the oral language class. In fact, majority of the learners in the online group clearly maintained that using collaboration in the web-environment could enhance their learning level. The findings of the study are of much help to language teachers who observe learning problems among their students. They can also assist learners who suffer from communicative difficulties in the situations where they have to collaborate with other groups and exchange ideas.
خلاصه ماشینی:
com Abstract This study aimed to investigate the impact of web-based cooperative teaching through strategy- based instruction on EFL learners’ speaking and listening skills.
Keywords: Oral skills, web-based cooperative teaching, online learning, self-efficacy Introduction Various factors hinder the students from developing their oral communication skills in English which include insufficient teaching hours for English, unskilled teachers, students’ poor proficiency, non-English speaking environment (Chang & Goswami, 2011; Chen & Goh, 2011), large class sizes, insufficient facilities and equipment (Aduwa-Ogiegbaen & Iyamu, 2006), teaching approach and inadequate emphasis on speaking in the classroom.
In the same manner, learning and teaching English to EFL learners in Iran can be considered from a number of perspectives, the most important of which are considering the issue from methodological and pedagogical perspectives: poor performance of oral skills (Afshar and Asakereh, 2016; Farhadi, Hezaveh, and Hedayati, 2010), lack of teaching systems that encourage collaboration (Hojat and Afghari, 2013), inefficiency of learners-based instruction, and finally lack of psychological factors (Soureshjani and Riahipour, 2012) that are necessary for any teaching-learning environment.
Arnold, Ducate & Kost, 2009; Augar, Raitman & Zhou, 2004; Forte & Bruckman, 2006).
Paired Samples t-Test for the listening levels and responses to questionnaire {مراجعه شود به فایل جدول الحاقی} Finally, it can be concluded on the basis of the results in table 8 that the better learners in listening and speaking class were more apt to improve their self-efficacy when exposed to web- based cooperative learning.
Another aspect of this study was to investigate the effect of using web-based cooperative learning via strategy-based instruction on the EFL learners’ self-efficacy in the oral language class.