EFL Teacher's and Learners' Perspectives Towards ATODJ: A Case of CMC and MALL

EFL Teacher's and Learners' Perspectives Towards ATODJ: A Case of CMC and MALL

Elahe Moladoust
DOI: 10.4018/ijcallt.2014040103
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This study investigated EFL teachers' and students' perspectives towards Audiotaped Oral Dialogue Journals (ATODJs), as a computer-mediated communication (CMC) and a Mobile-assisted language learning (MALL) task. The data came from 202 entries of ATODJs, gathered from15 female Iranian intermediate EFL learners. Teachers and students' evaluations of the whole program comprised of the qualitative part of the research. The results revealed that the majority of the participants found ATDOJs helpful. The strengths, weaknesses, and the challenges of ATODJs from the teacher's and the participants' viewpoints were discussed. Based on the results of the present study, it is highly recommended that EFL teachers and materials developers incorporate ATODJ tasks in the curriculum.
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Recently, the use of technology, i.e. computers and mobile phones, in L2 learning situations has increased to a significant level. Computer-Mediated Communication (CMC) (Butler-Pascoe, 2011) or Computer-Assisted Language Learning (CALL) (Egbert, Akasha, Huff, & Lee, 2011) engages L2 learners in communicative exchanges using computers. CMC offers adequate opportunities to students to pay more attention to linguistic forms and also provides a less stressful environment for L2 practice and production (Mackey & Gass, 2005). An extension of CALL (Brown, 2005) is Mobile-Assisted Language Learning (MALL). MALL, developed to provide oral interaction for L2 learners, was proposed by Kukulska-Hulme and Shield (2008). Park (2011), in a review of the evolution of mobile learning, suggests that mobile devices are dynamic and pervasive devices that promise plenty of educational potential. The current study was conducted to find out EFL teachers’ and students’ perspectives towards a CMC and MALL task, which is, audio taped oral dialogue journals (ATODJs) (i.e. L2 learner’s recorded extemporaneous speech, Lazaraton, 2001).

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