چکیده:
The use of effective multimedia instructions such as mobiles, computers, and the internet in language learning has turned out to be useful since the last decades. The impact of multimedia and synchronous approaches of computer-assisted language learning (CALL) on English as a foreign language (EFL) learners' learning of language skills and components has been studied to some extent. However, the impact of computerized mediated instruction through multimedia (text and graphics) on learning collocations requires further investigations. This study aimed at investigating whether synchronous and asynchronous multimedia components: text and text with added graphics had any effects on EFL learners' learning of collocations. In doing so, 150 male EFL learners at pre-intermediate proficiency level were selected through convenience sampling. They were divided into six groups. The results of the study showed that computerized mediated instruction was more effective than non-computerized instruction. Also, synchronous computerized instruction was more effective than asynchronous computerized instruction. The results also showed that presentation through text with added graphics was more effective than presentation through simple text. The results are discussed and some pedagogical implications are presented.
خلاصه ماشینی:
Synchronous and Asynchronous Multimedia and Iranian EFL learners’ learning of collocations Goudarz Alibakhshi 1, Mohammad Javad Mohammadi 2* 1 Assistant Professor, Allameh Tabataba'i University, Tehran, Iran 2 PhD Candidate, Allameh Tabataba'i University, Tehran, Iran Received: 11/03/2016 Accepted: 24/07/2016 The use of effective multimedia instructions such as mobiles, computers, and the internet in language learning has turned out to be useful since the last decades.
This study aimed at investigating whether synchronous and asynchronous multimedia components: text and text with added graphics had any effects on EFL learners' learning of collocations.
The main focus of the present study is to investigate the effects of synchronous and asynchronous multimedia components: text and text with added graphics on EFL learners‟ learning of collocations.
Multimedia and language teaching The variety in media including text, audio, video, and graphics for delivering content has attracted and encouraged many teachers and learners to use the technology and internet for distance education (Ali, 2003).
The present study aimed at investigating whether synchronous and asynchronous multimedia components: text and text with added graphics has any effects on EFL learners‟ learning of collocations.
1. Related Studies on CALL Different studies have investigated the role of synchronous computerized mediated instruction in different components and areas of language: grammar (AbuSeileek, 2012; Laborda, 2009; Lee, 2011; Liou & Penga, 2009; Shang, 2007; Tabatabae & Heidari Goojan, 2012; Son, 2008; Yanguas, 2010), vocabulary (Fotos, 2004), and pronunciation (Jepson, 2005).