Volume 9, Issue 1 (3-2024)
IJREE 2024, 9(1): 84-101 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Siahpoosh H, Mahdavi Z. The Effect of Virtual Interactions in Pairs and Groups on the Development of Speaking Ability of Iranian EFL Learners. IJREE 2024; 9 (1)
URL: http://ijreeonline.com/article-1-831-en.html
URL: http://ijreeonline.com/article-1-831-en.html
Department of English Language, Ardabil Branch, Islamic Azad University, Ardabil, Iran
Abstract: (1957 Views)
The current study set out to examine the effect of pair and group virtual interaction in online classrooms on the development of speaking abilities of Iranian intermediate EFL learners. This investigation was based on the quantitative data collected based on quasi-experimental design. In order to do so, 45 students were chosen based on their scores on the CEFR placement test. These students were then divided into two experimental groups, namely group work and pair work as well as a control group who worked individually. Students had to participate in the IELTS Speaking test twice as pre-test and post-test. The course was held on the Skype platform for five weeks. Each session consisted of 45 minutes of speaking practice using the Talk a Lot textbook and 20 minutes of discussion. In order to compare the means of three independent groups, Kruskal-Wallis Test was used to compare pre-test and post-test results. The Post hoc test was used for multiple comparisons and the mean differences of groups. The findings indicated that there is a significant difference between the experimental groups and the control group regarding the effect of group and pair work in online classrooms on the speaking ability of EFL learners. According to the study findings, students who participated in pair and group work training in online classrooms had greater speaking performance than those who only received individual learning.
Keywords:
Keywords:
Keywords: group virtual interactions, individual work, online learning, pair virtual interactions, speaking ability, virtual interaction
References
1. Abdekhoda, M., Pourrasmi, A., & Ranjbaran, F. (2023). The effect of knowledge acquisition and knowledge sharing on the use of E-learning. Journal of Information Science. [DOI:10.1177/01655515221142429]
2. Aflah, M., & Rahmani, E. (2022). Enhancing students' active learning through group discussion roleplaying. International Online Journal of Education and Teaching (IOJET), 9(4), 1470-1479. file:///C:/Users/SMA/Downloads/6.+Mita+Nur+Aflah+et+al,+Indonesia,+1470-1479.pdf
3. Ahlquist, S. (2019). Motivating teens to speak English through group work. ELT Journals, 73(4), 387-395. [DOI:10.1093/elt/ccz023]
4. Ahmad, C. (2021). Causes of students' reluctance to participate in classroom discussions. ASEAN Journal of Science and Engineering Education, 1, 47-62. doi: 10.17509/ajsee.v1i1.32407 [DOI:10.17509/ajsee.v1i1.32407]
5. Ahmed Mahdi, D. (2022). Improving speaking and presentation skills through interactive multimedia environment for non-native speakers of English. SAGE Open. [DOI:10.1177/21582440221079811]
6. Aldosari, M. A., & Alramthi, M. S., & Eid, F. H. (2022). Improving social presence in online higher education: Using live virtual classroom to confront learning challenges during COVID-19 pandemic. Front. Psychol, 13. [DOI:10.3389/fpsyg.2022.994403]
7. Ali, A., Ishtiaq Khan, R., & Alouraini, A. (2023). A comparative study on the impact of online and blended learning. SAGE Open. [DOI:10.1177/21582440231154417]
8. Alikhani, M., & Bagheridoust, E. (2017). The effect of group dynamics-oriented instruction on developing Iranian EFL learners' speaking ability and willingness to communicate. English Language Teaching, 10(11), 44-59. doi:10.5539/elt.v10n11p44 [DOI:10.5539/elt.v10n11p44]
9. Almarabeh, H., Amer, E., & Sulieman, A. (2015). The effectiveness of multimedia learning tools in education. International Journal of Advanced Research in Computer Science and Software Engineering, 5(12), 761-764.
10. Anderson, T. (2004). Teaching in an online learning context. In T. Anderson, & F. Elloumi (Eds.), Theory and practice of online learning (pp. 273-294). Athabasca: Athabasca University.
11. Bedi, A. (2023). Keep learning: Student engagement in an online environment. Online Learning, 27(2). doi: [DOI:10.24059/olj.v27i2.3287]
12. Bergman, B., Negretti, R., Spencer-Oatey, H., & Stöhr, C. (2023). Integrating home and international students in HE: Academic and social effects of pair work PBL assignments online. Journal of Studies in International Education. doi: 10.1177/10283153221150117 [DOI:10.1177/10283153221150117]
13. Bi, J., Javadi, M., & Izadpanah, S. (2023). The comparison of the effect of two methods of face-to-face and E-learning education on learning, retention, and interest in English language course. Educ Inf Technol, 28, 13737-13762. [DOI:10.1007/s10639-023-11743-3]
14. Bobadilla, P. K. (2023). Improving senior high school students' communicative competence through skills integration. https://www.nufs.ac.jp/media/Key2022.pdf
15. Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia Social and Behavioral Sciences, 2(2), 1305-1309. doi: 10.1016/j.sbspro.2010.03.191 [DOI:10.1016/j.sbspro.2010.03.191]
16. Brickman, P., & Chang, Y. (2018). When group work doesn't work: Insights from students. CBE Life Sci Educ, 17(3). [DOI:10.1187/cbe.17-09-0199]
17. Budiman, B., Ishak, J., Rohani, R., Lalu, L., & Jaelani, M. (2023). Enhancing English language proficiency: Strategies for improving student skills. Journal of Scientific Research Education and Technology (JSRET), 2(3), 1118-1123. doi: 10.58526/jsret.v2i3.205 [DOI:10.58526/jsret.v2i3.205]
18. Buitrago, A. (2016). Improving 10th graders' English communicative competence through the implementation of the task-based learning approach. PROFILE Issues in Teachers' Professional Development, 18(2). doi:10.15446/profile.v18n2.48272 [DOI:10.15446/profile.v18n2.48272]
19. Campbell, S., & Larson, J. (2013). Public speaking anxiety: comparing face-to-face and web-based speeches. Journal of Instructional Pedagogies, 10, 1-8. https://files.eric.ed.gov/fulltext/EJ1097130.pdf
20. Chang, B., & Kang, H. (2016). Challenges facing group work online. Distance Education, 37(1), 73-88. doi: 10.1080/01587919.2016.1154781 [DOI:10.1080/01587919.2016.1154781]
21. Das, A., Malaviya, S., Chakravarthi., Bhandari, G., & Chaudhary, M. (2023). Chapter: 39 Leveraging technology to enhance learner engagement.
22. DiGiovanni, E., & Nagaswami, G. (2001). Online peer review: An alternative to face to face. ELT Journal, 55(3), 263-272. [DOI:10.1093/elt/55.3.263]
23. Dinh, H. (2023). Learning activities for middle school English language learners in STEM classrooms: Are they an opportunity to learn? Background and statement of objectives. State University of New York at Albany.
24. Donelan, H., & Kear, K. (2023). Online group projects in higher education: persistent challenges and implications for practice. J Comput High Educ. [DOI:10.1007/s12528-023-09360-7]
25. Ebadi, S., & Salari, M. (2023). Investigating developments in EFL speaking through online flipped learning: A systematic review. Technology Assisted Language Education, 1(2), 64-93. [DOI:10.1080/09588221.2024.2371381]
26. Fan, X. (2022). The development of EFL Learners' willingness to communicate and self-efficacy: The role of flipped learning approach with the use of social media. Front. Psychol, 13. [DOI:10.3389/fpsyg.2022.1001283]
27. Fauzi, I. (2017). Improving students' speaking ability through small-group discussion. Journal of ELT Research, 2(2), 130-138. doi: 10.22236/JER_Vol2Issue2 [DOI:10.22236/JER_Vol2Issue2]
28. Fernandez, C. J. (2018). Behind a spoken performance: test takers' strategic reactions in a simulated part 3 of the IELTS speaking test. Language Testing in Asia, 8(1).1-20. [DOI:10.1186/s40468-018-0073-4]
29. Fung, Y. H. (2004). Collaborative online learning: Interaction patterns and limiting factors. Open Learning, 19(2), 135-149. doi: 10.1080/0268051042000224743 [DOI:10.1080/0268051042000224743]
30. Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. New York: Routledge Famer. [DOI:10.4324/9780203166093]
31. Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. doi: 10.1002/9781118269558 [DOI:10.1002/9781118269558]
32. Ghafar, Z. (2023). The influence of self-confidence on English language learning: A systematic review. International Journal of Applied Educational Research (IJAER), 1(1), 55-68. doi:10.59890/ijaer.v1i1.452
33. Ghafar, Z., Sawalmeh, M., & Mohamedamin, A. (2023). Students' strategies for improving their listening comprehension: A review of literature. Journal of Humanities and Social Sciences Studies, 5(1), 65 71. [DOI:10.32996/jhsss.2023.5.1.9]
34. Gherghel, C., Yasuda, S., & Kita, Y. (2023). Interaction during online classes fosters engagement with learning and self-directed study both in the first and second years of the COVID-19 pandemic. Computers & Education, 200. [DOI:10.1016/j.compedu.2023.104795]
35. Gherheș, V., Stoian, C., Fărcașiu, M., & Stanici M. (2021). E-learning vs. face-to-face learning: Analyzing students' preferences and behaviors. Sustainability, 13(8), 4381. [DOI:10.3390/su13084381]
36. Gong, W. (2023). Enhancing ESL learner's literacy by peer-assisted learning strategy of online English news. Front. Psychology, 14. [DOI:10.3389/fpsyg.2023.1172099]
37. Gunawardena, C. N. (1995). Social presence theory and implications for interaction and collaborative learning in computer conferences. International Journal of Educational Telecommunications, 1(2/3), 147-166. https://www.learntechlib.org/p/15156
38. Habók, A., Magyar, A., & Molnár, G. (2022). English as a foreign language learners' strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors. Front. Psychol, 13. [DOI:10.3389/fpsyg.2022.1019561]
39. Haelermans, C. (2022). The effects of group differentiation by students' learning strategies. Instr Sci, 50. 223-250. [DOI:10.1007/s11251-021-09575-0]
40. Haleem, A., Javaid, M., Qadri, A. M., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. [DOI:10.1016/j.susoc.2022.05.004]
41. Han, J., Park, D., Hua, M. et al. (2022). Is group work beneficial for producing creative designs in STEM design education? Int J Technol Des Educ, 32, 2801-2826. [DOI:10.1007/s10798-021-09709-y]
42. Harsch, C., & Müller-Karabil, A., & Buchminskaia, E. (2021). Addressing the challenges of interaction in online language courses. System, 103(100), 102673. [DOI:10.1016/j.system.2021.102673]
43. Hehir, D. (2023). The challenges of asynchronous learning and how to overcome them. https://www.linkedin.com/pulse/challenges-asynchronous-learning-how-overcome-them-damian-hehir-jizdf
44. Hill, J. R. (2002). Overcoming obstacles and creating connections: Community building in Web-based learning environments. Journal of Computing in Higher Education, 14(1), 67-86. [DOI:10.1007/BF02940951]
45. Hill, J. R., Raven, A., & Han, S. (2002). Connections in Web-based learning environments. Quarterly Review of Distance Education, 3(4), 383-393. Retrieved March 23, 2024 from https://www.learntechlib.org/p/95259/
46. Hoter, E., & Azulay, H., & Yazbak, M. (2023). Enhancing academic speaking skills: An immersive virtual world approach. [DOI:10.32388/H5NKUG]
47. Hughes, L., Kargas, N., Wilhelm, M., Meyerhoff, S. H., & Föcker, J. (2023). The impact of audio-visual, visual and auditory cues on multiple object tracking performance in children with autism. Sage Journals, 130(5). [DOI:10.1177/00315125231187984]
48. Hughes, R. (2003). Teaching and researching speaking. New York: Pearson Education.
49. Hung, D. M., & Tuyet Mai, L. T. (2020). High school teachers' perceptions and implementations of group work in English speaking classes. International Journal of Instruction, 13(2), 445-462. doi:10.29333/iji.2020.13231a [DOI:10.29333/iji.2020.13231a]
50. Hunt, I., Power, J., Young, K., & Ryan, A. (2023). Optimizing industry learners' online experiences - lessons for a post-pandemic world. European Journal of Engineering Education, 48(2), 358-373. doi: 10.1080/03043797.2022.2112553 [DOI:10.1080/03043797.2022.2112553]
51. Johnson, G. M. (2006). Synchronous and asynchronous text-based CMC in educational contexts: A review of recent research. Tech Trends, 50(4), 46-53. doi: 10.1007/s11528-006-0046-9 [DOI:10.1007/s11528-006-0046-9]
52. Kamaludin, P., Mohd Yusof, S., Md Nawi, S., Nordin, N., Zabidin, N., & Sain, N. (2022). Group online engagement: An analysis from Tuckman Model. International Journal of Academic Research in Business and Social Sciences, 12(9), 931-949. [DOI:10.6007/IJARBSS/v12-i9/14625]
53. Kanevsky, L. (2015). Do high ability learners enjoy learning alone or in groups? It depends.... International Journal of Special Education, 30(2), 32-43. https://www.researchgate.net/publication/288243539_Do_high_ability_learners_enjoy_learning_alone_or_in_groups_It_depends
54. Kazu, İ. Y., & Kuvvetli, M. (2023). The impact of virtual reality technology on student engagement and learning outcomes in higher education. file:///C:/Users/SMA/Downloads/24-Submission+432+pp+143-149.pdf
55. Kerman, N., Banihashem, S., & Karami, M. (2024). Online peer feedback in higher education: A synthesis of the literature. Educ Inf Technol. 29, 763-813. [DOI:10.1007/s10639-023-12273-8]
56. Khan, N., & Arshad, A. (2010). Improving the speaking ability in English: The students' perspective. Procedia Social and Behavioral Sciences, 2(2), 3575-3579. doi: 10.1016/j.sbspro.2010.03.554 [DOI:10.1016/j.sbspro.2010.03.554]
57. Kim, K. J., Liu, S., & Bonk, C. J. (2005). Online MBA students' perceptions of online learning: Benefits, challenges and suggestions. Internet and Higher Education, 8(4), 335-344. doi:10.1016/j.iheduc.2005.09.005 [DOI:10.1016/j.iheduc.2005.09.005]
58. Kuliahana, A., & Marzuki, A. (2023). Utilizing group discussion technique in developing speaking skill in an EFL classroom. ENGLISH FRANCA: Academic Journal of English Language and Education, 7(2), 305-316. [DOI:10.29240/ef.v7i2.8197]
59. Kutlimuratova, B., & Abdulla, U. (2023). Challenges of teaching English as a foreign language for Uzbek students. 105-110.
60. Li, F. (2022). Are you there? Teaching presence and interaction in large online literature classes. Asian. J. Second. Foreign. Lang. Educ. 7(45). [DOI:10.1186/s40862-022-00180-3]
61. Li, J. (2019). An evaluation of IELTS speaking test. Open Access Library Journal, 6(12). 1-17. doi:10.4236/oalib.1105935 [DOI:10.4236/oalib.1105935]
62. Lopez, C. C., & Davies, M. G. (2015). Switching codes in the plurilingual classroom. ELT Journal, 70(1), 67-77. doi:10.1093/elt/ccv056 [DOI:10.1093/elt/ccv056]
63. Lu, H., & Smiles, R. (2022). The role of collaborative learning in the online Education. International Journal of Economics, Business and Management Research, 6(6). doi:10.51505/IJEBMR.2022.6608 [DOI:10.51505/IJEBMR.2022.6608]
64. Madison's ePortfolio. (2018). One student's positives and negatives of group work in an online setting. https://u.osu.edu/heise26eport/2018/04/03/the-positives-and-negatives-of-group-work-in-an-online-setting/
65. Madjid, M. (2020). Improving speaking skill by using group work method. JLA (Journal Lingua Applicata), 3(1), 1-9. [DOI:10.22146/jla.50732]
66. Melanie, L., Styers, L. M., Peter, A., Van Zandt, A. P., Katherine L., & Hayden, L. K. (2018). Active learning in flipped life science courses promotes development of critical thinking skills. Life Sciences Education, 17(3). doi:10.1187/cbe.16-11-0332 [DOI:10.1187/cbe.16-11-0332]
67. Mulyasari, F. (2018). Patterns of teaching-learning Interaction in the EFL classroom. TEKNOSASTIK, 16(2), 41-48. doi:10.33365/ts.v16i2.139 [DOI:10.33365/ts.v16i2.139]
68. Munawaroh, M., Ratnawati, E., Ningsih, T., & Nuryana, N. (2022). Enhancing students' communication skills in social studies learning through cooperative learning. Ta'dib, 25(1), 71-81. [DOI:10.31958/jt.v25i1.5826]
69. Nakatsuhara, F., Inoue, C., Berry, V., & Galaczi, E. D. (2017). Exploring performance across two delivery modes for the IELTS speaking test: Face-to-face and video-conferencing delivery (Phase 2), IELTS Partners. https://ielts.org/researchers/our-research/research-reports/exploring-performance-across-two-delivery-modes-for-the-ielts-speaking-test-face-to-face-and-video-conferencing-delivery-phase-2
70. Namaziandost, E., Shatalebi, V., & Nasri, M. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5(3), 83-101. doi:10.17323/jle.2019.9809 [DOI:10.17323/jle.2019.9809]
71. Noor, U., Younas, M., Saleh Aldayel, H., Menhas, R., & Qingyu, X. (2022). Learning behavior, digital platforms for learning and its impact on university student's motivations and knowledge development. Front. Psychol, 13:933974. doi: 10.3389/fpsyg.2022.933974 [DOI:10.3389/fpsyg.2022.933974]
72. Obi, M. (2024). Pedagogical strategies for enhancing online collaboration. Journal of Online and Distance Learning, 3(1), 41-52. [DOI:10.47941/jodl.1692]
73. Omar, T. (2023). Students' challenges in EFL speaking classrooms. Academic Journal of Nawroz University, 12(4), 957-963. [DOI:10.25007/ajnu.v12n4a1809]
74. Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass Inc.
75. Panhwar, A., & Bellb, J. M. (2023). Enhancing student engagement in large ESL classes at a Pakistani university. Educational Action Research, 31(5), 964-980. doi: 10.1080/09650792.2022.2089191 [DOI:10.1080/09650792.2022.2089191]
76. Paragae, N., & Paper, S. (2023). Innovative teaching strategies in teaching English as a foreign language. English Teaching and Linguistics Journal, 4(1). 1-9. https://www.researchgate.net/publication/367499317_Innovative_Teaching_Strategies_in_Teaching_English_as_a_Foreign_Language [DOI:10.30596/etlij.v4i1.12990]
77. Paul, J., & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Front. Comput. Sci. 1(7). doi: 10.3389/fcomp.2019.00007 [DOI:10.3389/fcomp.2019.00007]
78. Polak, H. (1964). An experiment in Group work. ELT Journals, XVIII(4), 170-173. [DOI:10.1093/elt/XVIII.4.170]
79. Purland, M. (2011). Talk a lot. Intermediate book 1.
80. Qadhi, A. S. (2018). Instructional strategies to develop the speaking skill. International Journal of Linguistic, Literature and Translation, 1(3), 33-36. Retrieved from https://al-kindipublisher.com/index.php/ijllt/article/view/317
81. Qiao, H., & Zhao, A. (2023). Artificial intelligence-based language learning: illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Front. Psychology, 14. [DOI:10.3389/fpsyg.2023.1255594]
82. Qiu, F. (2022). Reviewing the role of positive classroom climate in improving English as a foreign language students' social interactions in the online classroom. Front. Psychol, 13. doi: 10.3389/fpsyg.2022.1012524 [DOI:10.3389/fpsyg.2022.1012524]
83. Rai, D., Chhetri, R., & Rigdel, K. (2023). Teachers and Students Perspectives on Group Work in Learning Geography. Asian Journal of Education and Social Studies, 47(2), 1-17. [DOI:10.9734/ajess/2023/v47i21017]
84. Rampeng, R., & Ramli, R. (2018). Promoting active learning activities to improve students' speaking. Social Science Learning Education Journal, 3, 8-14. [DOI:10.15520/sslej.v3i11.2342]
85. Rianti, R., Syahid, A., & Qamariah, Z. (2022). The effectiveness of pair work activities on students' speaking anxiety and speaking ability. Jurnal Educatio FKIP UNMA, 8(4), 1471-1477. doi:10.31949/educatio.v8i4.3760 [DOI:10.31949/educatio.v8i4.3760]
86. Riaz, N. (2023). Developing English speaking skills: Providing purposeful learning opportunities. doi: 10.13140/RG.2.2.31550.25924
87. Rosmayanti, V., & Ramli, R., & Rafiqa, R. (2023). Building beginners' self-confidence in speaking. EduLite: Journal of English Education, Literature, and Culture, 8(1), 192-208. [DOI:10.30659/e.8.1.192-208]
88. Rospinah, R., Tenri Ampa, A., & Nappu, S. (2021). The effect of group work activities to improve students speaking skills. IDEAS: Journal of English Language Teaching and Learning, Linguistics and Literature, 9(1), 1-6. doi: 10.24256/ideas.v9i1.1902
89. Ryan, E., & Poole, C. (2019). Impact of virtual learning environment on students' satisfaction, engagement, recall, and retention. Journal of Medical Imaging and Radiation Sciences, 1-8. [DOI:10.1016/j.jmir.2019.04.005]
90. Saidah, S. (2024). The impact of students' academic self-confidence on the English learning process in the post-pandemic era. JOLLT Journal of Languages and Language Teaching, 12(1). 341-352. doi:
https://doi.org/10.33394/jollt.v12i1.8979 [DOI:10.33394/jollt.v%vi%i.8979]
91. Sakkir, G., Trisnawati, I., & Nurfadhilah, S. A. (2023). The benefits of the asynchronous online learning Model at post-pandemic Covid-19: Students' perception. ELT Worldwide. Journal of English Language Teaching, 10(2), 318-327. file:///C:/Users/SMA/Downloads/51636-132434-1-PB.pdf [DOI:10.26858/eltww.v10i2.51636]
92. Santiago-Garabieta, M., Zubiri-Esnaola, H., García-Carrión, R., & Gairal-Casadó, R. (2023). Inclusivity, friendship and language learning: boosting collaboration in interactive groups, Educational Research, 65(2), 189-203. doi: 10.1080/00131881.2023.2189433 [DOI:10.1080/00131881.2023.2189433]
93. Saputra, S., Mohd T., Mohd H., Mohd Ariff Albakri, I., Ismail, N., & Mokhtar, M. M. (2023). Online learning experiences for speaking activities among Malaysian undergraduate ESL students. World Journal of English Language, 13(7), 355-366. [DOI:10.5430/wjel.v13n7p355]
94. Sarker, M., Wu, M., Qian, C., Alam, G. M., & Li, D. (2019). Leveraging digital technology for better learning and education: A systematic literature review. International Journal of Information and Education Technology, 9(7), 453-461. [DOI:10.18178/ijiet.2019.9.7.1246]
95. Seedhouse, P., & Nakatsuhara F. (2018). The discourse of the IELTS speaking test: Interactional design and practice. Cambridge University Press.
96. Sert, O. (2005). A comparative analysis of pair work and individual assignments in two ELT Grammar classes. Journal of Language and Linguistic Studies, 1(2), 236-253. https://files.eric.ed.gov/fulltext/ED496120.pdf
97. Shawaqfeh, A., Jameel, A., Ahmad, M., Khasawneh, S., & Khasawneh, M. (2023). Interaction as a Mechanism to enhance English language proficiency in the classroom. Journal of Language Teaching and Research, 15(1). doi:10.17507/jltr.1501.25 [DOI:10.17507/jltr.1501.25]
98. Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC Journal, 37(2), 149-174. doi: 10.1177/0033688206067426 [DOI:10.1177/0033688206067426]
99. Skrzynski, H. (2005). Advantages and disadvantages of pair work and group work in the class. https://www.edukator.org.pl/2005a/work/work.html
100. Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Front. Psychol, 14. [DOI:10.3389/fpsyg.2023.1260843]
101. Song, D., Rice, M., & Oh, E. Y. (2019). Participation in online courses and interaction with a virtual agent. Interactional Review of Research in Open and Distinguished Learning, 20(1). doi:10.19173/irrodl.v20i1.3998 [DOI:10.19173/irrodl.v20i1.3998]
102. Song, L., Singleton, E., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. Internet and Higher Education, 7(1), 59-70. doi:10.1016/j.iheduc.2003.11.003 [DOI:10.1016/j.iheduc.2003.11.003]
103. Suanyot, S., Dibyamandala, J., Mangkhang, C., & Wannapaisan, C. (2022). Enhancing communicative competence in English as a foreign language through hybrid learning. Journal of Positive School Psychology, 6(3), 9617-9622.
104. Tanveer, M. (2007). Investigation of the factors that cause language anxiety foe ESL/ EFL learners in learning speaking skills and the influence it casts on communication in the target language. Dissertation, university of Glasgow. doi:10.13140/RG.2.1.1995.1129
105. Tavil, Z. (2010). Integrating listening and speaking skills to facilitate English language learners' communicative competence. Procedia - Social and Behavioral Sciences, 9, 765-770. [DOI:10.1016/j.sbspro.2010.12.231]
106. Terzioğlu, Y., & Kurt, M. (2022). Elevating English language learners' speaking fluency and listening skill through a learning management system. SAGE Open, 1-15. doi: 10.1177/21582440221099937 [DOI:10.1177/21582440221099937]
107. Thornbury, S. (2005). How to teach speaking (Harmer, Ed.). London: Longman.
108. Touhid, T. (2018). Effectiveness of pair work activities in ESL classrooms at the tertiary levels of Bangladesh. Doctoral Dissertation, Bangladesh: Brac University.
109. Tsou, W. (2005). Improving speaking skills through instruction in oral classroom participation. System, 38(1), 48-56. doi:10.1111/j.1944-9720.2005.tb02452.x [DOI:10.1111/j.1944-9720.2005.tb02452.x]
110. Tsymbal, S. (2019). Enhancing students' confidence and motivation in learning English with the use of online game training sessions. Information Technologies and Learning Tools, 71(3), 227-235. [DOI:10.33407/itlt.v71i3.2460]
111. Unoassignment. (2023). The future of e-learning: Trends and predictions for 2023 and beyond. https://www.unoassignmenthelp.com/future-of-e-learning/
112. Velez, P., & Santos, J. (2023). The Impact of Peer Feedback on Students' Oral Production. YUYAY: Estrategias, Metodologías & Didácticas Educativas. 2, 53-67. [DOI:10.59343/yuyay.v2i1.21]
113. Venton, B. J., & Pompano, R. R. (2021). Strategies for enhancing remote student engagement through active learning. Anal Bioanal Chem. 413, 1507-1512. [DOI:10.1007/s00216-021-03159-0]
114. Verma, R., Purushottam, A., Petare, H., Shamim, M., Gupta, T., & Singh, G. (2023). Exploring the impact of virtual learning environments on student engagement and academic achievement. Journal of Survey in Fisheries Sciences, 10(1). doi: 10.13140/RG.2.2.23223.91040
115. Wang, Q., & Castro, C. D. (2010). Classroom interaction and language output. English Language Teaching, 3(2), 175-186. doi:10.5539/elt.v3n2p175 [DOI:10.5539/elt.v3n2p175]
116. Wang, Y., Yasmin, F., & Akbar, A. (2023). Impact of the internet on English language learning among university students: mediating role of academic self-efficacy. Front. Psychol. 14. doi: 10.3389/fpsyg.2023.1184185 [DOI:10.3389/fpsyg.2023.1184185]
117. Warliati, A., Rafli, Z., & Darmahusni, D. (2019). Discussion and think-pair-share strategies on the enhancement of EFL students' speaking skill: Does critical thinking matter? Journal of English Language Studies, 4(2), 120. [DOI:10.30870/jels.v4i2.6100]
118. Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Front. Psychol, 14. [DOI:10.3389/fpsyg.2023.1261955]
119. Wiboolyasarin, W., Jinowat, N., Wiboolyasarin, K., Kamonsawad, R., Tiranant, P., & Boonyakitanont, P. (2023). Enhancing L2 speaking proficiency through collaborative tasks in RILCA world: the case of East Asian learners. Asian-Pacific Journal of Second and Foreign Language Education, 8, 37. [DOI:10.1186/s40862-023-00209-1]
120. Wu, J., & Zhou, R., & Xia, W. (2023). Improving English listening and speaking abilities in online interactive platforms. International Journal of Emerging Technologies in Learning (iJET), 18, 35-49. [DOI:10.3991/ijet.v18i18.43501]
121. Xia, Y., Hu, Y., Wu, C., Yang, L., & Lei, M. (2022). Challenges of online learning amid the COVID-19: College students' perspective. Frontiers in Psychology, 13. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1037311 [DOI:10.3389/fpsyg.2022.1037311]
122. Ying, Y., Siang, W., & Mohamad, M. (2021). The challenges of learning English skills and the integration of social media and video conferencing tools to Help ESL learners coping with the challenges during COVID-19 pandemic: A literature review. Creative Education, 12, 1503-1516. [DOI:10.4236/ce.2021.127115]
123. Zamani, N., Khalid, R., Shamala, P., Aziz, N., Othman, D., & Whanchit, W. (2022). Exploring learning environment in online learning. International Journal of Academic Research in Business and Social Sciences, 12(10), 585-600. doi: 12. 10.6007/IJARBSS/v12-i10/14772 [DOI:10.6007/IJARBSS/v12-i10/14772]
124. Zhang, D., & Zhou, L. (2003). Enhancing e-learning with interactive multimedia. IRMJ, 16, 1-14. doi:10.4018/irmj.2003100101 [DOI:10.4018/irmj.2003100101]
125. Zhou, A. (2023). Investigating the impact of online language exchanges on second language speaking and willingness to communicate of Chinese EFL learners: a mixed methods study. Front. Psychol, 14. [DOI:10.3389/fpsyg.2023.1177922]
126. Zibusiso Lydia, M., Rao Naidu, V., Zameer Bhat, A., & Frrag, S. (2023). Impact of online tools on the learning experience of students in higher education. SHS Web of Conferences, 156, 06003(2023). [DOI:10.1051/shsconf/202315606003]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
