Abstract
The current study examines whether face-to-face (F2F) and digital instruction had any significant effect on Iranian intermediate EFL learners’ writing skills. To this end, based on the placement test result, 60 EFL learners were selected and divided into three equal groups as two experimental and one control groups. The first experimental group received F2F instruction based on PPP approach dealing with Presentation-Practice-Production writing activities. The second experimental group dealt with digital leaning using computer and mobile application tasks. The control group was taught traditional instruction on learning grammatical patterns, making sentences with words. The results were analyzed via One-way ANOVA and paired samples t-test. The findings revealed that both Face-to-Face (F2F) and digital learning instructions had a positive effect on Iranian intermediate EFL learners’ writing skill. The results also showed that concerning the difference between the effects of two instructions the learners in the digital learning group outperformed their counterparts in the F2F group and the control group, verifying much more efficiency of the digital learning opposed to the F2F learning on writing development among Iranian intermediate learners.
Presenters
Emad ArvandPh D Candidate, Applied Linguistics, Department of English Language and Literature, Mary Immaculate College, University of Limerick, Ireland, Khuzestan, Iran Bahman Gorjian
Associate Professor, Department of TEFL, Abadan Branch, Islamic Azad University, Abadan, Iran
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Digital, Instruction, F2F, Writing skill, EFL learners
