Razi UnivesityTechnology Assisted Language Education2981-14651120230315Investigating Learner Reciprocity in Online Dynamic Assessment of Oral Fluency: A Case Study129294310.22126/tale.2023.2943ENSamanEbadiAssociate Professor of Applied Linguistics, Razi Universityersity0000-0001-8623-7751YonesEbrahimzadehMA in applied linguistics Razi University, Kermanshah, Iran.Journal Article20230204This case study examined the oral fluency development responses of four adult EFL learners to delayed mediation in online dynamic assessment (DA). To gain insight into the developmental processes of learners, four Iranian EFL learners who obtained IELTS speaking band descriptor scores ranging from 3.5 to 4.5 in fluency were recruited via convenience and purposive sampling. They participated in six one-on-one DA sessions in synchronous computer-mediated communication followed by a Transcendence (TR) session. Microgenetic analysis was used as the general framework to generate reciprocity typology of the primary linguistic repertoires that caused disfluencies. The results showed that “vocabulary” and “grammar” were the primary linguistic repertoires providing comprehensive reciprocity typologies. The reciprocity typology that emerged from the interactions revealed how learners responded to mediation on oral fluency. Also, the microgenetic analysis of learner reciprocity showed that apart from the overall decrease in the quantity of reciprocity moves due to the intervention, the learners became more responsive and made more explicit reciprocating moves. This study provides an in-depth example of learner reciprocity to delayed mediation in an interactionist model of DA on the development of oral fluency. The findings are discussed in the light of the recent literature.https://tale.razi.ac.ir/article_2943_4e1602b34130701d573e39df933d5ac1.pdfRazi UnivesityTechnology Assisted Language Education2981-14651120230323Exploring the impact of online flipped peer dynamic assessment on EFL learners’ reading comprehension skills3053294410.22126/tale.2023.2944ENSajadVelayatiDepartment of English Language and Literature, Faculty of Humanities, Razi University, Kermanshah, Iran.Journal Article20230208This study explores the impacts of online flipped peer dynamic assessment (OFPDA) on Iranian EFL learners’ reading comprehension skills, drawing on Vygotsky’s sociocultural theory of mind (SCT). It also examines the long-term impacts of utilizing OFPDA to boost the participants’ reading comprehension skills. Then, learners’ attitudes toward implementing OFPDA in promoting learners’ reading comprehension skills are investigated. A sample of 72 Iranian female EFL learners in a private institute who participated in an online reading comprehension course was recruited through convenience sampling. The students were divided into flipped (n = 36) and non-flipped groups (n = 36). The two groups followed the DIALANG, pre-test, flipped instruction (for the flipped group), traditional teaching (for the non-flipped group), immediate post-test, and delayed post-test procedure. Additionally, one-third of the flipped participants were voluntarily invited to a focus group interview. The data were analyzed using three independent sample t-tests, two repeated measure ANOVAs, and a content analysis approach. Quantitative findings indicated that the flipped group significantly outperformed the control group regarding reading comprehension skills. Besides, the results of the focus group interview revealed that the students had favorable attitudes toward the OFPDA. The implications for L2 educators and learners are discussed in the light of the literature.https://tale.razi.ac.ir/article_2944_8773a5a328fdb30f2223099243aaf31e.pdfRazi UnivesityTechnology Assisted Language Education2981-14651120230319Investigating the Impact of Multimedia and Mobile Applications in English Language Education5472294510.22126/tale.2023.2945ENMohammedYounus JasimAssistant Professor of Al-Mustaqbal University, IraqAhmedRawdhan SalmanAssistant Professor in Applied Linguistics, Al Mustaqbal University, Iraq.Journal Article20230215The integration of interactive technology and multimedia in language education has the potential to revolutionize the teaching of the English language. This research investigates the impact of interactive technology, including multimedia and mobile applications, on second language learning. While existing research has explored the use of interactive technology in language learning, there is a need for a comprehensive review that synthesizes the current evidence and addresses the gaps in the literature. This research seeks to fill this gap by thoroughly analyzing the benefits and challenges associated with technology integration in language education. The study will critically analyze current experiments and studies in this area to provide a comprehensive understanding of the benefits and challenges associated with technology integration in language learning. Furthermore, the research will discuss teaching strategies for English language instruction using interactive technology and identify the potential benefits of these approaches in enhancing students' reading, writing, listening, and speaking skills. The significance of this research lies in its potential to inform educators, researchers, and policymakers about the impact of interactive technology on second language learning. The findings of this research are expected to have implications for educators, researchers, and policymakers in the field of language education. This study aims to inform the development of practical language education practices that integrate technology in a meaningful and impactful manner. It also seeks to provide insights that can guide the implementation of technology-enhanced language learning programs.https://tale.razi.ac.ir/article_2945_99b163166b1253dcdb8d19bbb985f1ac.pdfRazi UnivesityTechnology Assisted Language Education2981-14651120230329The Effect of Flipping Classroom Instruction on Iranian EFL Learners’ Achievement and Motivation7392294610.22126/tale.2023.2946ENKamranJanfeshanAssistant Professor, Department of English Language Teaching, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran0000-0003-0358-0920Journal Article20230211The Flipping Classroom is an instructional strategy that can provide educators with a way of minimizing the amount of direct instruction in their teaching practice while maximizing one-to-one interaction. The study’s primary purpose was to investigate whether flipping classrooms for Iranian pre-intermediate Teaching English as a Foreign Language TEFL learners is an effective tool for fostering their achievement in language skills. Moreover, the study attempted to compare language learners` motivation using a flipped classroom and the traditional approach to teaching English. The number of participants in this experimental study was fifty female pre-intermediate EFL learners assigned to an experimental and a control group. Each group included twenty-five learners. The experimental group received a flipped approach as a treatment, while the control group, as a traditional group, received no treatment. A pre-test and post-test design was used. The test scores were computed on SPSS. The motivation of flipped classroom students increased, too. Then, it can be claimed that the achievement of the learners` performance is attributable to the flipped teaching method. There is a need for further studies with a population of male learners to investigate the flipped classroom with learners of different grade levels in different aspects of language skills.https://tale.razi.ac.ir/article_2946_d2c7ff4e73ccba687b8bbb0d79d770b5.pdfRazi UnivesityTechnology Assisted Language Education2981-14651120230328Investigating the Impact of Flipped Teaching on Language Proficiency and Self-efficacy of Iranian Intermediate EFL Learners93114294710.22126/tale.2023.2947ENIrandokhtMoradiMA in Applied Linguistics, Islamic Azad University, Eslamabad-e Gharb BranchAbdulaliAhmadiAssistant Professor, Islamic Azad University, Eslamabad-e Gharb Branch, Iran.Journal Article20230224This study examines the impact of Flipped teaching on language proficiency and Self-efficacy of Iranian Intermediate EFL Learners. The study uses a quantitative quasi-experimental method employing both experimental approaches and analyses of quantitative data. The data were gathered by comparing scores obtained from participants in two groups. A pre-test and post-test equivalent group design, one of the quasi-experimental research design sub-branches, was used to collect data from several 60 EFL learners from a language institute in Scrabble, Iran. Thirty participants were male, and 30 others were female. A Quick Oxford Placement Test (QOPT) was distributed among this number of learners, and based on their scores, 60 EFL learners whose level of proficiency was pre-intermediate were chosen. The participants were randomly assigned to experimental and control groups, with 30 in each group. The QOPT was administered to both classes to exclude students not at the pre-intermediate level. The results of the first part of the study demonstrated a significant difference between the general proficiency of the participants in the two groups when they were exposed to the flipped teaching method. In addition, it was found that flipped instruction significantly influences Iranian pre-intermediate level EFL learners’ academic self-efficacy. The outcomes will encourage the EFL instructors to integrate flipped teaching into traditional classes.https://tale.razi.ac.ir/article_2947_b844f097c20552974af0238c7a02f67d.pdfRazi UnivesityTechnology Assisted Language Education2981-14651120230329Using Duolingo to Learn French: Does it Work?115132294810.22126/tale.2023.2948ENHiwaWeisiEnglish Language Department, Razi University, Kermashan, Iran0000-0002-1678-2508FatemehBakhtiariEnglish Language Department, Razi University, Kermashan, IranJournal Article20230226Recently, mobile device usage in daily life has rapidly increased, and it has had a crucial impact on all aspects of human life, precisely the educational aspect. Therefore, this study investigated the role of mobile applications in language learning compared to teacher’s instruction in the case of French vocabulary and grammar learning. To this end, Duolingo, a free language learning application, was chosen, and 30 students participated in the study who were English students. The participants’ approximate homogeneity in the English language and their exposure to French were the rationale for selecting them. They had never been exposed to the French language before and had no prior knowledge. Then, they were randomly assigned into two groups: the control group, in which students were taught French through teachers’ instruction, and the experimental group, who used Duolingo as a learning tool to get instruction. Participants in both groups received treatment for 15 hours, one hour and a half for each session, and at the end, all the participants took a test to indicate the amount of progress they had made in each treatment group. The results indicated that the application-users group outperformed the traditionally taught group. The experimental group also performed better on vocabulary test items. However, the traditional group performed better in the grammar part of the test. In line with the research goals in the last section of the study, all the participants were interviewed to determine their viewpoints toward employing mobile applications as a learning tool, showing a positive attitude. The findings demonstrated that most learners had mobile learning. The results of this study may be helpful for learners, instructors, and computer programmers.https://tale.razi.ac.ir/article_2948_3279c968d2c547410308e65106b7943b.pdfRazi UnivesityTechnology Assisted Language Education2981-14651120230331Gamification in English as Foreign Language Learning in Iraq: Opportunities and Challenges133146295310.22126/tale.2023.2953ENAlrababSafaa AhmedCollege of Agriculture, Department of Field Crops, Al- Qasim Green University, Iraq.FarahAbdulsada JeburCollege of Education for Human Sciences, Department of English, Babylon University, Iraq.Ahmed RawdhanSalmanHead of English Department, College of Basic Education, AL- Mustaqbal University, Iraq, BabilJournal Article20230228Recently, there has been a significant rise in the implementation of gamification in education, specifically in language learning areas, as instructors strive to discover novel approaches that may increase student participation and engagement. The present study undertakes a comprehensive study of the diverse effects of gamification on academic achievement and learner motivation in the context of English language learning in Iraq. Gamification provides dynamic learning environments to engage students and promote their learning by incorporating gaming elements, including interactive board games and role-playing scenarios. Additionally, the research investigates the efficacy of gamified learning software in fostering ongoing student involvement and facilitating knowledge retention over an extended period. By employing a systematic review methodology, this study combines results from various educational resources, encompassing empirical studies, theoretical frameworks, and pedagogical methodologies. Through an examination of prior research concerning gamified EFL teaching methodologies, this study contributes to our understanding of the fundamental processes that foster increased motivation, engagement, and learning outcomes. The findings emphasize the impact that gamification can have on EFL classrooms. Nevertheless, the research emphasizes the significance of dealing with possible challenges, including the need to guarantee fair and equal access to gamified materials and the reduction of the likelihood of student discouragement. This study contributes to the existing knowledge on the efficacy of gamified EFL instruction. It highlights possible directions for future research and application within the domain of language education.https://tale.razi.ac.ir/article_2953_2a1a0bfcc0325db3bb5a6eada2c11e43.pdf