Effects of Using Interactive Tasks on Iranian EFL Students’ Self-Monitoring, Self-Regulation, and Willingness to Communicate Using ICT Tools

Journal of Language and Translation

دوره 13، شماره 3، مهر 2023، صفحه 43-54   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2023.705429

نویسندگان

Fereshteh Abkhoo؛ Roya Baharlooie^* ؛ Hadi Salehi؛ Omid Tabatabaei

English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran

چکیده

The current quasi-experimental quantitative study aimed to find out how interactive tasks could impact the Iranian EFL students’ self-monitoring, self-regulation, and willingness to communicate in a classroom setting. The study utilized there questionnaires, self-monitoring scale (SMS), self-regulated language learning scale (SRLLS), and willingness to communicate (WTC), to assess changes in interactive scores of 40 students in an experimental group with the interactive scores of 40 students in a control group. The results of this study, using the independent sample t-test, clearly revealed that the students with the interactive tasks mainly outperformed those with the regular instruction. In more, the study proposed that the interactive tasks were effective to improve the students’ achievement as well as alleviate and increase their performance through utilizing interactional competence. The findings of the research also indicated that the students were in an attempt to be the more adaptive and engaged learners which would be contributed to their learning. However, applying teaching methods should address interactive activities in an effective and meaningful way in a non-threatening environment in the classroom to increase engagement in the language classroom alongside the improvement of the students’ confidence and enhancing learning.

کلیدواژه‌ها

Interactive task؛ Self-monitoring strategy؛ Self-regulation strategy؛ Strategy instruction؛ Willingness to communicate strategy

مراجع

Andrade, M. & Evans, N. (2013). Principles and practices for response in second language writing: Developing self-regulated learners. New York: Routledge.

Brown, H. (2007). Principles of Language Learning and Teaching. Pearson, New York: Longman.    

Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Addison Wesley Longman.

Bruhn, A. L., McDaniel, S., & Kreigh, C. (2015). Self-monitoring interventions for students with behavior problems: A systematic review of current research. Behavioral Disorders, 40(2),102-144.

Cleary, T. J., Callan, G. L., & Zimmerman, B. J. (2012). Assessing self-regulation as a cyclical, context-specific phenomenon: Overview and analysis of SRL microanalytic protocols. Education Research International, 2012, 1-19. doi:10.1155/2012/428639.

Cohen, A. D., & Macaro, E. (2007). Language learner strategies: Thirty years of research and practice. Oxford: Oxford University Press.

Dignath, C., Buettner, G., & Langfeldt, H. (2008). How can primary school students learn SRL strategies most effectively? A meta-analysis on self-regulation training programs. Educational Resource Review, 3, 101-129.

Domalewska, D. (2015). Classroom Discourse Analysis in EFL Elementary Lessons. International Journal of Languages, Literature, and Linguistics. 1(1), 6-9.

Gholami, L. (2015). Willingness to communicate and its relationship with emotional intelligence and gender difference. International Letters of Social and Humanistic Sciences, 52, 87-94.

Harris, K.R., Friedlander, B.D., Saddler, B., Frizzelle, R. & Graham, S. (2005). Self-Monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in general education classroom. The Journal of Special Education, 39, 145- 156.

Lai, C., and Gu, M. (2011). Self-regulated out-of-class language learning with technology, Computer Assisted Language Learning, 24 (4), 317-335.

Mace, F., Belfore, P., & Hutchinson, J. (2001). Operant theory and research on self-regulation. In B. J. Zimmerman and D. H. Schunk (Eds.), SRL and academic achievement: Theoretical perspectives (pp. 39-65). New York, NY: Lawrence Erlbaum Associates.

Mace, F., & West, B. (1986). Unresolved theoretical issues in self-management: Implications for research and practice. Professional School Psychology, 1(3), 149–163.

MacIntyre, P. D., Babin, P. A., & Clément, R. (1999). Willingness to communicate:Antecedents and consequences. Communication Quarterly, 47, 215-229

MacIntyre, P., Baker, S., Clément, R., & Donovan, L. (2003). Talking to learn: Willingness to communicate and intensive language programs. Canadian Modern Language Review/La Revue canadienne des langues vivantes, 59(4), 589608.http://dx.doi.org/10.3138/59.4.589.

MacIntyre, P., Baker, S., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language learning orientations of immersion students. Studies in Second Language Acquisition, 23, 369-388.

MacIntyre, P., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15, 3-26.

MacIntyre, P., Clément, R., Dornyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in an L2: A situated model of confidence and affiliation. Modern Language Journal, 82, 545-56. doi:10.1111/j.1540- 4781. 1998.tb05543.

MacIntyre, P. D., & Doucette, J. (2010). Willingness to communicate and action control, System, 38, 161-171.

MacIntyre, P. D., & Legatto, J. J. (2011). A dynamic system approach to a willingness to communicate: Developing an idiodynamic method to capture rapidly changing effect. Applied Linguistics, 32(2), 149-171.

MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the  decision to speak as a volitional process. The Modern Language Journal, 91, 564-576.

MacIntyre, P. (1994). Variables Underlying Willingness to Communicate: A Casual Analysis. Communication Research Reports, 11, 135-142.

Magg, J. W. (2004). Behavior management: From theoretical implications to practical applications (2nd ed.). Belmont, CA: Wadsworth/Thompson Learning.

Mahdi, D. A. (2014). Willingness to communicate in English: A case study of EFL students at King Khalid University, English Language Teaching, 7 (7).

Mahmoodi, M. & Moazam, I. (2014). Willingness to Communicate (WTC) and L2 achievement: The case of Arabic language learners. Procedia - Social and Behavioral Sciences, 98, 1069-1076.

Malone, B.G. & Tietjens, C.L. (2000): Re-examination of classroom rules. Special Services in the Schools, 16(1), 159-170.

Martin, E. M. P. (2011). Digital natives and digital immigrants: Teaching with technology (Doctoral dissertation, Northeastern University Boston).

Martin, J. (2004). SRL, social cognitive theory, and agency. Educational Psychologist, 39(2), 135-145.

Marzano, R.J. & Pickering, D.J. (2011). The highly engaged classroom. Marzano Research Laboratory: Bloomington, IN.

McClelland, M. M., & Cameron, C. E. (2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6 (1), 136–142. http://dx .doi .org /10 .11 11 /j. 1750-8606.2011.00191. x.

McClelland, Megan, Wanless & Shannon (2012). Growing up with assets and risks: the importance of self-regulation for academic achievement, in Research in Human Development 9:4, 278–297, DOI: 10.1111/j.1750-8606.2011.00191. x.

McCombs, B, (2001). SRL and academic achievement: A phenomenological view. In B.J. Zimmerman and D. H. Schunk (Eds.), SRL and academic achievement: Theoretical perspectives (pp. 67-123). New York, NY: Lawrence Erlbaum Associates.

McCroskey, J. c., & McCroskey, L. L. (1988). Self-report as an approach to measuring communication competence. Communication Research Reports, 5(2), 108-113. DOI: 10.1080/088240988093 59810.

McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: A cognitive view. In M. Booth-Butterfield (Ed.), Communication, cognition, and anxiety (pp. 19-37). Newbury Park, CA: Sage. (a).

McCroskey, J. C. (1992). Reliability and validity of the willingness to communicate scale. Communication Quarterly, 40, 25-26.

McCroskey, J. C. (1984). The communication apprehension perspective. In J. A Daly & J. C. McCroskey (Eds.), Avoiding communication: Shyness, reticence, and communication apprehension (pp. 13-38). Beverly Hills, CA: Sage.

McKenzie, K., Gow, K., & Schweitzer, R. (2004). Exploring first-year academic achievement through structural equation modeling. Higher Education Research and Development, 23(1), 95-112.

Meehl, P. E., & Hathaway, S. R. (1946). The K factor is a suppressor variable in the MMPI. / appl. Psychol., 30, 525-564.

Mehrabi, M., Kalantarian S. R., & Boshrabadi, A. M. (2016). The interplay between self-regulation strategies, academic achievement, and gender in an Iranian L2 context. Journal of Applied Linguistics and Language Research, 3(2), 230-239.

Mehrgan, K. (2013) Willingness to communicate in second language acquisition: A case study from a socio-affective perspective. Journal of Comparative Literature and Culture, 2(4), 172-175.

Meloy, F, A. (2009). Self-Regulated Learning, Academic Outcomes, and the Student Learning Experience in a Second-Degree Accelerated Baccalaureate Nursing Program. Unpublished doctoral Dissertation, college of nursing and health professions, Pennsylvania.

Mercer, N., & Littleton, K. (2007). Dialogue and the development of children's thinking: A sociocultural approach. London: Routledge.

Merriam, S. B. (2001). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass.

Merriam, S.B. (1998). Case study research in education: a qualitative approach (2^nd Ed.). San Francisco: Jossey-Bass Publishers.

Metcalfe, J. (2009). Metacognitive judgments and control of study. Current Directions in Psychological Science, 18, 159-163. doi: 10.1111/j.1467-8721.2009.01628. x.

Miller, R. L., & Brewer, J. D. (2003). Content analysis. In R. L. Miller & J. D. Brewer (Eds.), The A-Z of social research. London, UK: SAGE Publications, Ltd.

Miller, A. L. (2012). Investigating social desirability bias in student self-report surveys. Educational Research Quarterly, 36, (1), 30-48.

Miller, J. D. (1984). A new survey technique for studying deviant behavior. Unpublished doctoral dissertation, George Washington University.

Mitchem, K. J., & Young, R. (2001). Adapting self-management programs for class-wide use: Acceptability, feasibility, and effectiveness. Remedial and Special Education, 22, 75–88.

Molberg, H.-K.K. (2010). The consequence of motivation and linguistic self-confidence about pupils’ oral interaction. Unpublished master thesis, University of Tromso, Tromso.

Mohammadzadeh, A. & Jafarigohar, M. (2012). The relationship between willingness to communicate and multiple intelligences among learners of English as a foreign language. English Language Teaching, 5 (7) 25–32.

Mooney, P., Epstein, M. H., Reid, R., & Nelson, J. R. (2003). Status of and trends in academic intervention research for students with emotional disturbance. Remedial and Special Education, 24, 273-287.

Moorman, R. H., & Podsakoff, P. M. (1992). A meta-analytic review and empirical test of the potential confounding effects of social desirability response sets in organizational behavior research. Journal of Occupational and Organizational Psychology, 65, 131-149.

Morse, J. M. (1991). Strategies for sampling. In J. Morse (Ed.), Qualitative nursing research: A contemporary dialogue (pp. 117-131). Newbury Park, CA: Sage.

Motteram, G. (2013). Innovations in learning technologies for English language teaching. London: British Council.

Moyles, 1. (2003). Observation as a research tool. In Coleman, M. & Briggs, A. (Eds.) Research Methods in Educational Leadership and Management. London: SAGE.

Mueller-Hanson, R., Heggestad, E. D., & Thornton, G. C. III, (2003). Faking and selection: Considering the use of personality from select-in and select-out perspectives. Journal of Applied Psychology, 88, 348–355.

Muijs, D., & Reynolds, D. (2010). Effective teaching: Evidence and practice. London: Sage Publications.

Muijs, D. (2004). Doing Quantitative Research in Education with SPss. London: SAGE Publishers.

MacIntyre, P., Baker, S., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language learning orientations of immersion students. Studies in Second Language Acquisition, 23, 369-388.

Mehrabi, M., Kalantarian S. R., & Boshrabadi, A. M. (2016). The interplay between self-regulation strategies, academic achievement, and gender in an Iranian L2 context. Journal of Applied Linguistics and Language Research, 3(2), 230-239.

Molberg, H.-K.K. (2010). The consequence of motivation and linguistic self-confidence about pupils’ oral interaction. Unpublished master thesis, University of Tromso, Tromso.

Muijs, D. (2004). Doing Quantitative Research in Education with SPss. London: SAGE Publishers.

Noels, K. (2010). Motivation is a dynamic process over the language course. Paper presented at The American Association for Applied Linguistics.

Oettingen, G., Kappes, H. B., Guttenberg, K. B., & Gollwitzer, P. M. (2015). Self-regulation of time management: Mental contrasting with implementation intentions. European Journal of Social Psychology, 45, 218-229.

Pillow, D. R., Hale, W. J., Crabtree, M. A., & Hinojosa, T. I. (2017). Exploring the relations between self-monitoring, authenticity, and well-being. Personality and Individual Differences, 116, 393-398.

Reinders, H. & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27, 38-57.

Richards, J., & Rodgers, T. (2004). Approaches and methods in language teaching. Cambridge: Cambridge University Press.

Rosenberg, J. & Egbert, N. (2011), Online Impression Management: Personality Traits and Concerns for Secondary Goals as Predictors of Self-Presentation Tactics on Face book. Journal of Computer-Mediated Communication, 17: 1–18. DOI: 10.1111/j.1083-6101.2011.01560. x.

Snyder, M. (1974). Self-monitoring of expressive behavior. Journal of Personality and Social Psychology, 30, 526-537.

Thorne, S., Black, R.W., and Sykes, J.M. (2009). Second language use, socialization, and learning in Internet interest communities and online gaming. Modern Language Journal, 93, 802–821.

Twining, P., Heller, R. S., Nussbaum, M., & Tsai, C. C. (2016). Some guidance on conducting and reporting qualitative studies. Computers and Education, 106, A1-A9.

Van den Branden, K. (2006). Task-based language education. From theory to practice. Cambridge: Cambridge University Press.

Wang, C., Schwab, G., Fenn, P., & Chang, M. (2013). Self-efficacy and self-regulated  learning strategies for English language learners: Comparison between Chinese and German college students. Journal of Educational and Developmental Psychology, 3(1), 173-191. doi:10.5539/jeep. v3n1p173.

Williams, C. (2011). Research methods. Journal of Business & Economics Research (JBER), 5(3).

Zeidner, M., Boekaerts, M., & Pintrich, P. R. (2000). Self-regulation: Directions and challenges for future research In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 749-768). San Diego, CA: Academic Press.