An Investigation into the Impact of Genre-Based mode of L2 English Instruction via Mobile on Iranian mothers'  training ability

Alibakhshi, Goudarz; Khazaie, Saeed; Mohammadi, Mohammad Javad

doi:10.22054/jti.2019.2254.1053

Document Type : Research Paper

Authors

¹ َAssistant Professor, Allameh Tabataba'i University

² Assistant Professor, Medical University of Isfahan (MUI)

³ PhD Candidate, Allameh Tabataba'i University, Tehran

https://doi.org/10.22054/jti.2019.2254.1053

Abstract

Regarding to the social importance of family, its context has important effect on the development of children. For that reason, this study endeavors to see to what extent enhancing mothers' international literacy has important effect on their educational ability. To that end, 182 Iranian mothers were selected to be taught English L2 contents. They were randomly divided into two groups. Regarding the relationship between the level of mothers' literacy and their social behavior, the first group was taught through conventional method of teaching and the second group was taught through application of genre-based instruction (GBI) via cellphone. In addition to the formative assessment of the participants, pre-research and post-research questionnaires were conducted. Analysis of the results revealed that GBI method of teaching L2 through the medium of cellphone had important impact on promoting the international literacy of Iranian mothers, which in turn paved the way for boosting their educational ability.

Keywords

References

پورنقاش تهرانی، س. (1393). متون روانشناسی بالینی به زبان انگلیسی. تهران: انشارات دانشگاه تهران.

سیدمحمدی، ی. (1397). روانشناسی عمومی. تهران: انتشارات ارسباران.

Bajpai, S. (2013). Impact of game-based learning on education. Edtechreview. Retrieved from http://edtechreview.in/index.php/news/trends-insight/399-game-based-learning-impacting-education

Belland, B. R. (2012). The role of construct definition in the creation of formative assessments in game-based learning. In D. Ifenthaler, D. Eseryel, & X. Ge (Eds.), Assessment in game-based learning (pp. 29-42). London: Springer.

Chen, Q. (2019). Theme-Rheme structure in Chinese doctoral students' research writing ---- From the first draft to the published paper. Journal of English for Academic Purposes, 37, 154-167.

Coe, N., & Fowler, W. S. (1976). Nelson English language tests. London: Butler and Tanner Ltd.

Cumming, A., Lai, C., & Cho, H. (2016). Students' writing from sources for academic purposes: A synthesis of recent research. Journal of English for Academic Purposes, 23(1), 47-58.

Dunnigan, M. (2014). Why learning foreign languages is a 'crucial' skill. E-classroom news, 1-4.

Facer, K. (2011). Learning futures. New York, NY: Routledge.

Gallagher, M., & Centre for Research in Digital Education, University of Edinburgh, Edinburgh, UKKnox, J. (2019). Centre for Research Global technologies, local practices. Learning, Media and Technology, 3, 225-234.

Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44-59.

Hermansson, C., Jonsson, B., Levlin, M. Lindhé, A., Lundgren, B., & Shaswar, A. N. (2019). The (non)effect of joint construction in a genre-based approach to teaching writing. The Journal of Educational Research, 112(4), 483-494.

Hudson, R. A. (1996). Sociolinguistics. Cambridge: Cambridge University Press.

Jalilifar, A., & Golkar Musavi, Z. (2016). Genre analysis and genre-mixing across various realizations of academic book introductions in applied linguistics. JTLS, 35(1), 111-138.

Jason, M., & Fischetti, J. (2019). Compulsory schooling was a 21^st century invention? Weak signals from a systematic review of the literature. International Journal of Educational Research, 95, 212-226.

Kang, J. (2016). A functional approach to the status of theme and textual development. Theory and Practice in Language Studies, 6(5), 1053-1059.

Kessler, G. (2018). Technology and the future of language teaching. Foreign Language Annals, 51(1), 205-218.

November, A. (2014). Why foreign languages are a 'crucial' skill. Technology News & Innovation in K-12 Education, 17(4), 21-23.

Shokrpour, N., Torabi, R., & Khazaie, S. (2019, January). Tiered or nonontiered coaching: Exploring the applicability of differentiated instruction in AR-m-game-supported flipped classrooms of EMP reading comprehension skills. Paper presented at the Fifth International Conference on Language, Discourse, and Pragmatics, Ahvaz, Iran. Abstract retrieved from http://ldpconf.com

Tuan, L. T. (2011). Teaching writing through genre-based approach. Theory and Practice in Language Studies, 1(11), 1471-1478.

Wilska, T. A. (2003). Mobile phone use as part of young people's consumption styles. Journal of Consumer Policy, 26, 441-463.

Educational Technologies in Learning

An Investigation into the Impact of Genre-Based mode of L2 English Instruction via Mobile on Iranian mothers' training ability

References

References

Volume 2, Issue 7
October 2016
Pages 107-130

An Investigation into the Impact of Genre-Based mode of L2 English Instruction via Mobile on Iranian mothers' training ability

References

References

Volume 2, Issue 7October 2016Pages 107-130

Volume 2, Issue 7
October 2016
Pages 107-130