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

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 jteacherh@gmail.com
2 Payame Noor University, IRAN farzaneh.khodabandeh@gmail.com
3 Payame Noor University, Iran arshia.soleimani@gmail.com

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

CC  4.0
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


Related Articles:

Intercultural communicative competence and mobility: Perspectives on virtual, physical, and critical dimensions
Beatrice Dupuy, Chantelle Warner
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 1–5. Download PDF

Should Standard Arabic have “the lion’s share?”: Teacher ideologies in L2 Arabic through the lens of pedagogical translanguaging
Mahmoud Azaz, Yousra Abourehab
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 90–105. Download PDF

Shaping the teaching and learning of intercultural communication through virtual mobility
Theresa Catalano, Andrea Muñoz Barriga
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 75–89. Download PDF

Multiracial Chinese American women studying abroad in China: The intersectionality of gender, race, and language learning
Wenhao Diao, Yi Wang
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 39–55. Download PDF

Roadblocks to intercultural mobility: Indigenous students’ journeys in Colombian universities
José Aldemar Álvarez Valencia, Manuela Wagner
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 6–21. Download PDF

Intercultural education in times of restricted travel: Lessons from the Gaza Strip
Maria Grazia Imperiale
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 22–38. Download PDF

At the crossroads: Rethinking study abroad students’ social networking and intercultural communication in the age of globalization
Irwin Compiegne
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 56–74. Download PDF

Reframing and hospicing mobility in higher education: Challenges and possibilities
Adriana Raquel Diaz, Marisa Cordella, Samantha Dispray, Barbara E. Hanna, Anna Mikhaylova
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 106–121. Download PDF

Enrolled or engaged? Students’ perceptions of engagement and oral interaction in a blended learning language course
Kirsi Korkealehto, Minna Lakkala, Auli Toom
The JALT CALL Journal Published: 27 April, 2021, Volume 17(1), 1–22. Download PDF

The impact of implementing augmented reality to enhance the vocabulary of young EFL learners
Kholoud Binhomran, Sultan Altalhab
The JALT CALL Journal Published: 27 April, 2021, Volume 17(1), 23–44. Download PDF