Journal of Technology Assisted Language Education
Volume:1 Issue: 4, Dec 2023

The flipped classroom model has not been extensively investigated in English language instruction, specifically in EFL education in Iraq. Despite the growing interest in flipped classrooms as an instructional approach to improve learning outcomes and learner engagement, empirical research on their implementation in these contexts is scarce. This study examined how the flexible classroom model impacted Iraqi EFL university students’ language proficiency and learning experiences. By conducting interviews with female Iraqi EFL students, this study investigated the efficacy of the flexible classroom methodology in enhancing language learning achievements and cultivating learner involvement. Over four weeks, a group of female students studying English reading at a university in Iraq participated in a reversed learning approach. After completing this approach, twenty students were interviewed to understand their experiences with flipped learning. The findings showed that flipped learning significantly positively impacted the language communication skills, vocabulary development, and independent study of female Iraqi students learning English as a foreign language. The availability of reliable technology, collaborative activities, and teacher support contributed to these positive outcomes. The research study has found that the flipped classroom model can potentially improve language learning outcomes. However, the study also identified certain obstacles and areas that require further investigation. The study also highlights the need for further investigation into the effectiveness of online flexible learning in TEFL settings and the development of approaches to overcome the obstacles related to its execution.

The coronavirus pandemic not only did present public health challenges, it also disrupted education all over the world. Despite considerable human and financial losses on a global scale, the pandemic unveiled an unprecedented opportunity for educational system to embrace and incorporate online learning systems into their mainstream instructional agendas. To prevent the spread of the virus, like many other countries, the Iranian universities converted their system into distance education. Since the educational centers had already delivered two semesters of on-line education, there was a need to address the quality of online assessment as part of the attempt to gauge the accountability of online pedagogical practices. Thus the current study aimed to explore the perceptions of Iranian Teaching English as a Foreign language (TEFL) university teachers and students on the implementation of online assessment (OLA) during the pandemic. As such, 212 TEFL teachers and 325 postgraduate students completed the teachers’/students’ views towards implementing online assessment survey developed by the researchers. The findings of the current study suggest that on the whole, both Iranian EFL teachers and students favor the web-based form of assessment. In addition, there were similarities in perceptions of the teachers and students regarding familiarity with OLA and its feasibility, OLA contribution in improving learning and feedback processes, and the worth and value of implementing OLA. However, the findings also highlight differences in the inadequacies of OLA.

To prepare language teachers for technology-enhanced language instruction, relevant courses and programs should be designed. In practice, however, many of computer-assisted language learning (CALL) teacher education attempts fail to effectively prepare language teachers to integrate technology in the reality of their classrooms due to their purely theory-oriented lecture-based designs. Without an opportunity to put what is learned into practice prior to actual classroom instruction, teachers cannot be expected to acquire the knowledge for technology-assisted language instruction. Teaching practice projects have not received due attention in CALL teacher education research. To address this gap, a case study was conducted on a group of in-service English as a foreign language (EFL) teachers (N= 7) who were attending an online CALL course, to explore the extent to which practice can enhance their pedagogical knowledge of CALL. Each participant was required to take charge of an online session as the course instructor and practice defining the session, developing presentation materials, uploading the files, and directing and managing classroom discussions. Drawing on the data obtained from participants’ post-teaching-practice journals and CALL Pedagogical Knowledge Questionnaire responses, it was observed that teaching projects in an online classroom combined with peer observation helped participants enhance their knowledge of learning management systems, digital materials development, technology-related potentials and drawbacks, and strategies for managing online sessions. The findings of this study provide implications for online CALL teacher education research.

Online learning has enabled students from different geographical areas to engage with academic institutions and other students online, and to learn at their own pace while working toward a degree or certificate. Therefore, it is important to check whether online learning meets students` educational expectations. The main aim of this descriptive study is to examine the perceptions of EFL students toward online classes in Iraq. In so doing, it focuses on the views of Southern Iraqi students because their conservative environment has limited their access to online learning until recently. The researchers used an adapted questionnaire and semi-structured interviews to investigate EFL learners` perceptions of the benefits and drawbacks of online learning and to determine their challenges in online learning. The findings of this study could motivate EFL practitioners to understand the factors that facilitate or impede conducting online courses in South of Iraq. Also, it can add an insightful understanding of the existing literature on the application of technology and the use of online classes among Southern Iraqi students learning English as a foreign language.

Although smartphones are commonly used as a tool for both language learning and entertainment, there is a lack of research into how different types of smartphone use affect emotional and behavioral problems. To investigate this, a random sample of EFL students in North Khorasan, Iran, was given four scales of the Achenbach questionnaire, including anxiety/depression, thought problems, delinquent behaviors, and aggressive behavior, as well as a newly developed scale for assessing the type of smartphone use, namely academic and entertainment. The results of descriptive statistics, ANOVA, and Regression showed that the more time L2 learners spent using smartphones, the more likely they were to experience emotional and behavioral problems. Additionally, using smartphones primarily for entertainment was a positive predictor of emotional and behavioral problems, while academic use was negatively associated with these issues. The study suggests that the best way to use smartphones for language learning depends on various individual, classroom, and contextual factors that need to be taken into account. Students should be informed of the benefits of using smartphones as a language learning tool and be aware of the potential risks that may arise from excessive and addictive use without a learning objective.

Technology has modified education in many ways, and one of them is broadening access to education and eliminating the limitations. The current study assessed whether the utilization of technology as an educational tool for language learning can augment the level of EFL learners' digital literacy simultaneously. In other words, this study explored the impact of technology-based instruction on the level of learners' level of digital literacy. Chosen through convenient sampling, 56 Iranian female high school students (aged 13-14) of two intact classes participated in the study. One was considered as the experimental group and the other was the control group. In order to check their homogeneity, the English language proficiency level of the participants was determined by the Oxford Quick Placement Test. Students were pre-tested and post-tested on their knowledge of digital literacy through the digital literacy questionnaire. The results revealed that students who enjoyed treatment in the form of technology-based instruction received statistically significantly higher scores on digital literacy post-tests. The results of this research delineated the role and significance of technology-based instruction in language teaching and learning in Iran. The results also indicate that while technology-based instruction was a medium in language learning, it increased the level of learners’ digital literacy level simultaneously. Moreover, by shifting concentration from merely conventional teaching to technology-based instruction, the quality of teaching and learning will be improved.

The field of second language (L2) learning has witnessed a significant surge in the utilization of artificial intelligence (AI), which offers a wide range of advantages that can greatly enhance the language acquisition process. AI technology encompasses various applications such as chatbots, virtual tutors, speech recognition systems, language learning apps, and adaptive learning platforms. These advantages of AI in L2 learning provide learners with personalized and interactive experiences, real-time feedback, authentic language input, and the opportunity to practice language skills in a secure and supportive environment. By harnessing the potential of AI, language learners can benefit from tailored instruction, effective assessment, and engaging learning activities, ultimately expediting their proficiency in L2. This study aims to provide a review of AI in the English as a foreign language (EFL) context by summarizing the affordances and challenges associated with six prevailing types of AI technologies, including natural language processing (NLP), automatic writing evaluation (AWE), computerized dynamic assessment, automatic speech recognition (ASR), chatbots, gamification, and virtual reality. Some potential avenues for future research were also recommended to provide fresh perspectives for forthcoming studies.