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Volume 14, Issue 2 August 2018, pp. 143–156

Regular Articles

A comparative analysis of face to face instruction vs. Telegram mobile instruction in terms of narrative writing

Jamshid Heidari¹, Farzaneh Khodabandeh², & Hassan Soleimani³

¹ Payame Noor University, IRAN
² Payame Noor University, IRAN
³ Payame Noor University, IRAN

DOI: https://doi.org/10.29140/jaltcall.v14n2.228

Abstract

This study aimed to compare the effectiveness of the classical way of instruction (face to face instruction) and new ones (Telegram mobile instruction). After administration of TOFEL test, 60 out of 90 English foreign language learners with intermediate level of English language proficiency were selected. The selected participants were randomly divided into the class attendees group which received the intended treatment program in a physical classroom environment, and the Telegram group which received the treatment in the virtual environment. Two pre-tests and post-tests were administered before and after the treatment. Considering the comparison of English pre- and post-narrative essays, the results were encouraging for the Telegram group. Moreover, the findings of the study support the claim that innovative instructional ways and Telegram mobile-learning/teaching specifically can provide new opportunities for teaching-learning process and that teaching/learning through new mobile-based methods, explicitly Telegram m-learning/teaching, made Iranian students perform better on if not writing skill, narrative writing at least.

Copyright

© Jamshid Heidari, Farzaneh Khodabandeh, Hassan Soleimani

This work is licensed under a Creative Commons Attribution 4.0 International License.

Suggested citation

Heidari, J., Khodabandeh, F., & Soleimani, H. (2018). A comparative analysis of face to face instruction vs. Telegram mobile instruction in terms of narrative writing. The JALT CALL Journal, 14(2), 143–156. https://doi.org/10.29140/jaltcall.v14n2.228

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