چکیده:
The current study was conducted to investigate the effects of using Microsoft
Office Word on Iranian English as a Foreign Language (EFL) lecturers’
grammar knowledge and their attitudes towards using them to support their
grammar knowledge. To this end, 14 Iranian EFL lecturers, who had M.A.
degrees in Teaching English as a Foreign Language (TEFL), containing eight
males and six females participated in this study. The participants were
randomly divided into equal groups of control and experimental. The
participants in the experimental group worked with Microsoft Word and the
participants in the control group worked with pens and papers during the
study. The participants were asked to write a text about a specific subject and
express their opinions about that subject. The results were collected and
perused by the help of the supervisor of the study who had a Ph.D. degree in
TEFL for checking the possible grammatical errors or mistakes. The results
indicated that Microsoft Word was indeed beneficial to the grammar of the
participants of experimental group because they got significantly higher
grammar scores than the participants of the control group did. The results of
this study offer practical implications for applying computer for language
teaching and improvement of EFL learners’ writing skill.
خلاصه ماشینی:
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran Received: 25 April 2018 Revision: 5 June 2018 Accepted: 30 June 2018 Published online: 20 March 2019 Abstract The current study was conducted to investigate the effects of using Microsoft Office Word on Iranian English as a Foreign Language (EFL) lecturers’ grammar knowledge and their attitudes towards using them to support their grammar knowledge.
Fang (2010) studied the effect of computer-assisted programs for EFL learners and stated that most of the participants who took advantages of computer-mediated feedback in their writing benefited from it.
Prvinchandar and Ayub (2013) compared the effectiveness of Style writer and Microsoft Word for improving the English writing skills of pupils in a Malaysian primary school.
The majority of studies on teacher technology education explore the following issues: what teachers are and/or should be learning in technology courses (Hargrave & Hsu, 2000), teacher-education students’ knowledge of and attitudes toward technology (Atkins & Vasu, 2000; Milbrath & Kinzie, 2000), and how teachers think about and use computers in the classroom (Pilus, 1995; Walker, 1994).
Results of the Independent-Samples t test comparing grammar scores of the EG and CG participants {مراجعه شود به فایل جدول الحاقی} Table 2 shows that there was a statistically significant difference in grammar scores for EG (M = 18.
Some researchers gave particular emphasis on the usage of computer programs to increase learner autonomy in second language learning, especially in EFL/ESL writing (Williams & Cui, 2005).
Effects of computer assisted language learning (CALL) approach on EFL learners’ descriptive essay writing: the evaluation of computer grammar and spelling checker software.
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