Razi UnivesityTechnology Assisted Language Education2981-14651220230617Exploring the Evolution and Impact of Computer-Assisted Language Learning in Iran: An Exclusive Interview18271910.22126/tale.2023.2719ENSeyyedeh SusanMarandiProfessor of Applied Linguistics, Alzahra University, Iran.Journal Article20230421For decades, language educators have sought innovative methods to improve language learning experiences, and the advent of technology has provided a revolutionary platform to accomplish this objective. Professor Marandi's pioneering work in CALL, particularly in Iran, exemplifies the power of combining cutting-edge technology with language pedagogy to produce effective and engaging learning environments. Professor Marandi shares her remarkable insights, challenges, and accomplishments throughout this interview. She provides a rare glimpse into the early days of establishing CALL in Iran and its impact on language learners and educators. Her contributions to the CALL literature have helped shape the discipline and advance language education in the Iranian context. https://tale.razi.ac.ir/article_2719_2f906dc2d5ed4a1d1025eef45fddb483.pdfRazi UnivesityTechnology Assisted Language Education2981-14651220230620An Exploration into Young Twins’ Journey Toward Multi-Literacy Development via Digital Multimodal Composing928274410.22126/tale.2023.2744ENSedighehHajizadehRazi University, Kermanshah, Iran0000-0001-6964-5630SamanEbadiAssociate Professor of Applied Linguistics, Faculty of Humanities, Razi University, Kermanshah, Iran0000-0001-8623-7751Ahmed RawdhanSalmanAssistant Professor of Applied Linguistics, College of Basic Education, AL- Mustaqbal University, Iraq.Ida FatimawatiBt Adi BadiozamanAssociate Professor of TESOL, Swinburne University of Technology, Sarawak, MalaysiaJournal Article20230426Digital multimodal compositing (DMC) has recently garnered considerable interest in second language education. There is an increasing demand for L2 teachers to invest in DMC. This instructional activity engages students through digital tools for integrating texts with other semiotic modalities, including images, sounds, and motion. The proposed approach in this study included choosing a topic, planning a narrative, collecting authentic resources, employing digital platforms, incorporating dialogue-based multimodal elements, peer reviewing and revising for quality, exporting the final product, and reflecting on the creative process. While DMC is predominantly designed to entertain players, it may significantly impact multi-literacy development. This qualitative study employs narrative inquiry, which entails collecting data from the experiences of young twins who have spent a substantial amount of time creating DMCs. The data was compiled from various sources, including individual interviews, diaries, and observation. In this study, the twins describe how creating digital multimodal composition led to their subconsciously developing multi-literacy and acquiring English. A narrative analysis reveals how creating DMCs contributes to multi-literacy development, language acquisition, and cultural knowledge of digital native twins. The implications of incorporating DMC into language learning and multiple literacy skills were considered.https://tale.razi.ac.ir/article_2744_a0b932e21bf81572be7fb7e0155cfd1c.pdfRazi UnivesityTechnology Assisted Language Education2981-14651220230625The Study on the Effect of Using Mobile Games on Improving Vocabulary Knowledge of Young Learners: A Case Study in Kermanshah2946274510.22126/tale.2023.2745ENMehrnoushNazariM.A. student of Applied Linguistics, Razi University, Kermanshah, Iran.NouroddinYousofiAssociate Professor of Applied Linguistics, Razi University, Kermanshah, Iran.0000-0001-8981-5246MasoudRahimiPh.D. in Applied Linguistics, University of Kurdistan, Iran.Journal Article20230510Today, people live in a digital world, and everyone, from children to adults, can master technology through computers and gadgets. In recent years, gamification has been an important focus of attention in learning English as a foreign language. This study aimed to examine the influence of mobile games on young learners' vocabulary improvement. A mixed- quasi-experimental pre-test and post-test design was implemented, and 30 male and female learners studying English as a foreign language at Iran Language Institute in Kermanshah participated. The quantitative data was analyzed using the independent samples t-test. The qualitative data was gathered through interviews and analysed using MAXQDA software. The results indicated a statistically significant difference in vocabulary achievement between the control and experimental groups. The experimental group performed better and achieved higher results than the control group. However, it was found that there was no statistically significant difference between male and female students regarding their vocabulary improvement. The results of the qualitative part indicated that both male and female students exhibited a positive attitude towards using mobile games. The participants expressed interest, enthusiasm, and motivation while playing the mobile games. They were keen to expand their vocabulary knowledge and acquire new words. Moreover, mobile games facilitate the easier memorization of words. The findings of this study can be useful in language education.https://tale.razi.ac.ir/article_2745_5486b74d79593b3db48ab9d7df173103.pdfRazi UnivesityTechnology Assisted Language Education2981-14651220230628The effect of captioned videos on Iranian Advanced EFL Learners' listening Comprehension4760274710.22126/tale.2023.2747ENSeyyed DariushAhmadiDepartment of ELT, College of Literature and Humanities, Kermanshah branch, Islamic azad university, Kermanshah, Iran.Journal Article20230513As a relatively modern technology, captioned videos have contributed to foreign language learning, in general, and listening comprehension, in particular. This study investigated the effect of captioned videos on Iranian EFL learners’ listening comprehension. The research design used in the current study has been quasi-experimental with a pretest-posttest control-group design. Thirty homogenised students were randomly assigned to control and experimental groups. The required assumptions of normality were run to run the appropriate statistical analysis, followed by the ANCOVA to compare the control and experimental groups. The experimental group watched movies with captions, while the control group used no captions. The results indicated that captioned videos did not affect the listening comprehension of the experimental group. The results of this study can have clear implications for learners, teachers, and other stakeholders of ELT. As there seem to be more contradictory results, the findings of this study should be treated with caution, and more work is required.https://tale.razi.ac.ir/article_2747_b765133e584b34f9d3069657b4a3cece.pdfRazi UnivesityTechnology Assisted Language Education2981-14651220230630Investigating the Impacts of Voice-based Student-Chatbot Interactions in the Classroom on EFL Learners' Oral Fluency and Foreign Language Speaking Anxiety6183273210.22126/tale.2023.2732ENHaniehAzizimajdTEFL, Razi University, Kermanshah, IranJournal Article20230518This study reports the findings of a quasi-experimental investigation into the impact of chatbot-supported speaking activities in the classroom on English as a Foreign Language (EFL) learners’ speaking fluency and Foreign Language Speaking Anxiety (FLSA). Sixty Iranian upper-intermediate EFL learners were divided into experimental and control groups practicing speaking skills with and without a voice-based chatterbot throughout an 8-week general English course. Data was collected through participants’ speaking fluency pre-and post-test scores (measured based on speech rate and the number of pauses in their spoken words) and the FLSA scale. A one-way ANCOVA was used to investigate whether EFL learners’ participation in chatterbot-supported in-class speaking activities using Replica makes any significant difference in their oral fluency compared to conventional class. The pre-test fluency scores were considered as the covariate. Similarly, two One-way ANCOVAs were run to investigate measures of FLSA. Results revealed that the experimental group significantly outperformed the control group regarding oral fluency; this group was also less anxious when speaking in the target language at the end of the experiment.https://tale.razi.ac.ir/article_2732_fc8d876a674e0da4ec799ca44899b5b1.pdfRazi UnivesityTechnology Assisted Language Education2981-14651220230701Technology-Mediated Instruction and Learners’ Vocabulary Development: PowerPoint Presentation vs. Telegram84103277110.22126/tale.2023.2771ENKarimShabaniAllameh Mohaddes Nouri UniversityZahraRezaeiEnglish Department, Allameh Mohaddes Nouri UniversityJournal Article20230514Language development in the current educational context is highly affected by the sky-rocketing spread of technology for educational purposes. The present study attempted to investigate the differential effects of teaching with PowerPoint vs. Mobile-assisted Language Learning (MALL)-based teaching via Telegram on L2 learners’ vocabulary improvement. Based on an Oxford Placement Test results, 60 participants were divided into two experimental groups exposed to PowerPoint presentations and Telegram-based tutorials, respectively, and one control group received no technology-mediated vocabulary instruction. Results of ANOVA analysis revealed that technology-mediated instruction through PowerPoint slides and MALL improved learners' L2 vocabulary knowledge significantly. Additionally, MALL instruction was found to be more effective than PowerPoint instruction. On the implication side, it is suggested that both PowerPoint and telegram devices can be beneficial for teaching and learning the language sub-skills while creating a more enjoyable and interactive learning environment.https://tale.razi.ac.ir/article_2771_90461578bf6191a472bdc376cfb7b1a7.pdfRazi UnivesityTechnology Assisted Language Education2981-14651220230701Exploring Iraqi EFL Learners` Perceptions of Online Learning104120344210.22126/tale.2023.9993.1026ENSamanEbadiAssociate Professor of Applied Linguistics, Razi Universityersity0000-0001-8623-7751Mustafah MuslimSaeed AlhussineyRazi University, Kermanshah, Iran.ShokoufehVakili LatifRazi University, Kermanshah, Iran.Journal Article20230526Online learning has enabled students from different geographical areas to engage with academic institutions and other students online, and to learn at their own pace while working toward a degree or certificate. Therefore, it is important to check whether online learning meets students` educational expectations. The main aim of this descriptive study is to examine the perceptions of EFL students toward online classes in Iraq. In so doing, it focuses on the views of Southern Iraqi students because their conservative environment has limited their access to online learning until recently. The researchers used an adapted questionnaire and semi-structured interviews to investigate EFL learners` perceptions of the benefits and drawbacks of online learning and to determine their challenges in online learning. The findings of this study could motivate EFL practitioners to understand the factors that facilitate or impede conducting online courses in South of Iraq. Also, it can add an insightful understanding of the existing literature on the application of technology and the use of online classes among Southern Iraqi students learning English as a foreign language.https://tale.razi.ac.ir/article_3442_730271b62030b78f7bac20c4af1a7057.pdf