Journal of Technology Assisted Language Education
Volume:2 Issue: 4, Autumn 2024

This study aimed to enhance the online self-regulation skills of TEFL students by incorporating insights from highly self-regulated learners—a significantly informative yet neglected cohort in LA literature—into the design of Learning Analytics (LA) to promote effective online self-regulated learning (SRL). Current LA research often emphasises technical aspects over pedagogical insights. To address this gap, we included three distinctive features to move beyond the current literature: a pedagogical lens, a retrospective design with a pragmatism framework for interpreting the results, and the purposive sampling of highly self-regulated students. Semi-structured interviews and reflective journals were used as the instruments, and a thematic analysis was conducted on the data through Nvivo. The analysis yielded three main themes: technology integration and dashboard customisation, human intervention and collaboration, personalised learning, feedback, and recommendations. The findings highlight implications for educational practices, policies, and LA design, emphasising the need to view students as active, research-oriented participants.

The current study is an endeavor to examine Iranian EFL teachers' perceptions toward implementing ICTs, TPACK, school climate and attitudes toward technology in two major educational contexts (i.e., public schools and private institutes). To that end, data were collected from a total number of 120 EFL teachers providing services in either public schools or private institutes. The results from applying independent samples t-test indicated significant differences between the two contexts regarding the teachers' perceptions about their educational climate and the technology integration trends provided in each. Also established is the notable difference between the two contexts indicating that teachers working in private institutes carried more positive perceptions toward implementing technological advancements compared to their public school counterparts. In contrast, no significant difference was detected in terms of the participants’ TPACK and attitudes toward technology. The findings are discussed in light of the available literature and suggestions for further research are provided.

Job satisfaction (JS) is a crucial component of the professional domain, as it can affect productivity and teacher professional identity (TPI), specifically in distance and online education contexts and virtual environments. The analysis of TPI encompasses personal, social, and institutional perspectives which examines how teachers’ identities are influenced by their experiences, socioeconomic backgrounds, and societal perceptions of the teaching profession. The current ex-post-facto survey investigated the association between Iranian EFL teachers’ TPI and online JS in online working environments. The research participants comprised 144 teachers who had been purposefully selected from a population of 350 teachers running online classes through different educational platforms at private language institutes. The research data were collected through a 38-item JS scale and a 37-item TPI scale. The statistical analysis of the research data indicated a weak positive relationship between TPI’s personal, institutional, and social factors and JS. The study offers valuable insights for educational policymakers and administrators and underscores the significance of TPI.

The emergence of artificial intelligence has accelerated and fostered the process of language learning. Despite the growing shift towards technology integration, there is a scarcity of empirical research examining the impact of AI-assisted learning activities on the speaking proficiency of Iranian EFL learners. This study investigated the impact of artificial intelligence (AI)-assisted learning activities on the speaking skills of EFL learners in Iran. This research employed a quasi-experimental design with 40 participants divided into a control group and an experimental group that utilised AI-based tools, specifically the Gliglish and Sayra applications. The study was conducted for one academic semester. Both quantitative and qualitative data were gathered using a mixed-methods design. Descriptive statistics, test of normality, paired sample T-test and Mann-Whitney U test were employed. Results from pre-test and post-test comparisons revealed significant improvements in the experimental group’s speaking skills, highlighting the effectiveness of AI-based learning interventions. Moreover, qualitative data collected through questionnaires indicated positive perceptions of AI-assisted learning among students, with benefits observed in motivation, engagement, and language proficiency. The findings imply that using AI tools offers a way to address the common challenge of limited classroom time dedicated to speaking practice. In addition, the results provide valuable insights into the potential of AI in language education and contribute to understanding AI’s role in language education, suggesting that AI-assisted strategies can enhance EFL speaking development.

This study investigated the effect of Ted Talk videos in enhancing the speaking proficiency of intermediate EFL learners (English as a Foreign Language). A convenience sample of 60 EFL (English as a foreign language) learners (aged 16-21) studying at a private language institute were recruited. Participants were homogenized based on English language proficiency through an initial Oxford Placement Test (OPT). Subsequently, they completed the speaking section of the Preliminary English Test (PET) as a pre-test to establish a baseline measure of their speaking skills. Participants were then randomly assigned to either an experimental group receiving TED talk videos or a control group receiving conventional instruction using traditional methods such as dialogue roleplays. Following the ten-week intervention period, all participants completed the PET speaking test again as a post-test. The study employed established metrics to assess speaking proficiency, including Error-Free Clauses per T-unit (EFC/T) for accuracy and words produced per minute (W/M) for fluency. Data were analyzed using IBM SPSS Statistics (version 24.0). The research adhered to ethical guidelines set forth by BERA (2011). The study revealed a statistically significant improvement in speaking accuracy and fluency for participants in the TED Talks group compared to the control group. This is supported by the higher mean scores achieved by the experimental group in the post-test and confirmed by the MANOVA analysis. This finding suggests that incorporating TED talk videos into EFL curricula may be a beneficial strategy for enhancing speaking skills.

Vocabulary acquisition is a critical aspect of language learning, yet the effectiveness of different mediums, such as electronic and traditional storybooks, remains underexplored, particularly among beginner adolescent EFL learners. This study investigates the comparative impact of electronic versus traditional paper storybooks on vocabulary acquisition among 76 learners (16 boys, 60 girls) aged 11 to 15, highlighting a gap in understanding how technological enhancements affect language learning. Participants, selected through convenient sampling, were divided into two groups: one engaged with digital storybooks on phones and tablets, while the other used traditional paper storybooks. Vocabulary proficiency was assessed using a simplified PET Cambridge test, tailored to the participants’ proficiency level, administered pre- and post-15 instructional sessions. Each 60-minute session focused on vocabulary acquisition through story reading and exercises. Statistical analyses, including ANCOVA, T-tests, and ANOVA, revealed that while both formats significantly enhance vocabulary acquisition, electronic storybooks offer additional advantages due to multimedia features. Gender and age were not found to significantly influence the effectiveness of the storybook format. This study underscores the potential of electronic storybooks in language instruction and recommends further research on long-term retention and impacts on other language skills across diverse learner demographics.

The implications of Digital Storytelling (DST), an approach that combines narratives with digital multimedia, have been extensively examined in the context of second and foreign language learning and teaching over the past decade. Nevertheless, research focusing specifically on how the design and implementation of DSs contributes to the enhancement of professional competencies of English as a Foreign Language (EFL) teachers remains limited. This qualitative, multiple-case study sought to address this gap by exploring the competencies nurtured by nine Iranian female language teachers through designing DSs for their classrooms. The participants attended a practical, multi-session DST course one of the researchers conducted. Data were collected through various sources, including observation of the workshop sessions, collection of DSs created by the teachers, their reported teaching practices, and insights gathered from individual interviews and focus-group discussions. The thematic analysis of the data, conducted through an iterative coding process, revealed recurring categories that highlight the teachers’ nurturing of professional competencies across multiple domains: artistic, socio-cultural, technological, pedagogical, and psychological. The study’s findings highlight the need for language teachers to embrace innovative approaches to foster their professional growth and pedagogical practices. It also reiterates the significance of incorporating technology into Second Language Teacher Education (SLTE) programs to equip teachers with the demands of the digital age.