Application of Virtual Team-working in Teaching Productive Skills to Iranian EFL Learners
Abstract
Application of Virtual Team-Working has provided opportunities to
solve the limitations of the traditional ways of teaching and learning.
This study investigated, how using virtual team-working could affect
teaching productive skills of Iranian EFL learners. A group of 30
Iranian upper intermediate female EFL learners, aged 18-31, in Isfahan
Air Base were arranged in two groups. They set up their virtual groups
and continued team-work activities during 6 weeks. This study employed a
triangulated research approach involving questionnaires, pre/post
productive tests, observation, and interview to increase the reliability
of the study. Pre/Post productive tests were used to compare the
participants’ speaking and writing productions before/after the project,
and they were evaluated based on the comparison of their mean scores by
Matlab software. A chi-square test was run for each test to see whether
the differences between observed and expected results were significant.
The results showed that the mean scores of the participants in the
posttest were significantly higher than that in the pretest in
experimental group. Moreover, the attitudes of the participants towards
using virtual team-working were surveyed by using questionnaires. The
results of this study may benefit teachers, students, and those involved
in teaching and learning.
solve the limitations of the traditional ways of teaching and learning.
This study investigated, how using virtual team-working could affect
teaching productive skills of Iranian EFL learners. A group of 30
Iranian upper intermediate female EFL learners, aged 18-31, in Isfahan
Air Base were arranged in two groups. They set up their virtual groups
and continued team-work activities during 6 weeks. This study employed a
triangulated research approach involving questionnaires, pre/post
productive tests, observation, and interview to increase the reliability
of the study. Pre/Post productive tests were used to compare the
participants’ speaking and writing productions before/after the project,
and they were evaluated based on the comparison of their mean scores by
Matlab software. A chi-square test was run for each test to see whether
the differences between observed and expected results were significant.
The results showed that the mean scores of the participants in the
posttest were significantly higher than that in the pretest in
experimental group. Moreover, the attitudes of the participants towards
using virtual team-working were surveyed by using questionnaires. The
results of this study may benefit teachers, students, and those involved
in teaching and learning.
Keywords
productive skills; virtual team-working; technology; Whatsapp and Viber; Iranian EFL learners
References
Ale Ebrahim, N., S. H., Abdul Rashid, S. Ahmed & Z. Taha.
(2011).The Effectiveness of Virtual R&D Teams in SMEs: Experiences
of Malaysian SMEs. Industrial Engineering and Management Systems, 10,
109-114.
Al Ebrahim, N., S. Ahmed & Z. Taha. (2010). Virtual
R&D teams and SMEs growth: A comparative study between Iranian and
Malaysian SMEs. African Journal of Business Management, 4, 2368-2379.
Amiri, E. (2012). A study of Application of Digital
Technologies in Teaching and Learning English Language And Literature.
International Journal of Scientific & Technology Research Volume
1,Issue 5,June 2012.
Bailey, S. (2016). Virtual Team that Actually Works.). Second Language Learning and Language Teaching. London: Hodder Education.
Brooks, W. D. & F. D. Shell. (2006). Working Memory,
Motivation and Teacher Initiated- Learning. Journal of Science Education
and Technology. 14(1), 17-30. Retrieved from
http://www/jstor.org/stable/40188663.
Cascio, W. F. & S. Shurygallo. (2003). E-Leadership and Virtual Teams. Organizational Dynamics, 31, 362-376.
Cascio, W.F. (2007). Evidence based management and the marketplace for ideas. Academy of management journal, 50, 1009-1012.
Kavanagh, M., D. Caspersz, N. Levak, & L. Sargent. (2011).
Virtual Team Contract. International Conference on Education and New
learning Technologies (pp.4767-4676).
Cummins, J., K., Brown& D. Sayers. (2007). Literacy,
technology a diversity: Teaching for success in changing times. Boston:
Pearson.
Keegan, D. (2005). The incorporation of mobile learning into
mainstream education and training, proceedings of the 4th world
conference on mlearning, cape with, 25-28 October, retrived January25,
2008. http://www.mlearn.org.Za/CD/papers/Keegan1.pdf.
McCarthy, G. (2012). Virtual teams and blended learning.
International Conference on Education and New learning Technologies
(pp.4867-4876).
Munkvold, B.E. & I. Zigurs. (2007). Information &
Management. Factors with potential to affect outcomes in virtual teams.
44 287–299. 288.
Park, Y. (2011). A pedagogical Framework for Mobile Learning:
Categorizing Educational Applications of Mobile Technologies into Four
Types. International Review of Research in Open and Distance Learning,
12(2).
Sharples, M., J. Taylor & G. Vavoula. (2007). A theory of
learning for the mobile age. The Sage handbook of E-learning research
(pp. 221-247). Sage: London.
Sarica, G., & N. Cavus. (2008). Web based English language
and literature learning, presented at the 8th International Educational
Technology Conference, Anadolu University, 6-9 May, Eski. ehir, Turkey.
Tan, W.K. & C.H. Tan. (2012). Conveying information
effectively in a virtual world: insights from synthesized task closure
and media richness. Journal of the American society for information
science and technology .vol63, issue 6, pp1198-1212.
Traxler, J. (2007). Defining discussing and evaluating mobile
learning: The moving finger writes and having write…the international
review in open and distance learning,8,1-13.
Uden, L. (2007). Technology and problem based learning. British journal of educational technology volume 38, issue 3, p553.
Zurita. G. & M.A. Nussbaum. (2007). Conceptual framework
based on activity theory for mobile CSCL, "British journal of
educational technology ", Vol 38, No2.pp.211-235.
(2011).The Effectiveness of Virtual R&D Teams in SMEs: Experiences
of Malaysian SMEs. Industrial Engineering and Management Systems, 10,
109-114.
Al Ebrahim, N., S. Ahmed & Z. Taha. (2010). Virtual
R&D teams and SMEs growth: A comparative study between Iranian and
Malaysian SMEs. African Journal of Business Management, 4, 2368-2379.
Amiri, E. (2012). A study of Application of Digital
Technologies in Teaching and Learning English Language And Literature.
International Journal of Scientific & Technology Research Volume
1,Issue 5,June 2012.
Bailey, S. (2016). Virtual Team that Actually Works.). Second Language Learning and Language Teaching. London: Hodder Education.
Brooks, W. D. & F. D. Shell. (2006). Working Memory,
Motivation and Teacher Initiated- Learning. Journal of Science Education
and Technology. 14(1), 17-30. Retrieved from
http://www/jstor.org/stable/40188663.
Cascio, W. F. & S. Shurygallo. (2003). E-Leadership and Virtual Teams. Organizational Dynamics, 31, 362-376.
Cascio, W.F. (2007). Evidence based management and the marketplace for ideas. Academy of management journal, 50, 1009-1012.
Kavanagh, M., D. Caspersz, N. Levak, & L. Sargent. (2011).
Virtual Team Contract. International Conference on Education and New
learning Technologies (pp.4767-4676).
Cummins, J., K., Brown& D. Sayers. (2007). Literacy,
technology a diversity: Teaching for success in changing times. Boston:
Pearson.
Keegan, D. (2005). The incorporation of mobile learning into
mainstream education and training, proceedings of the 4th world
conference on mlearning, cape with, 25-28 October, retrived January25,
2008. http://www.mlearn.org.Za/CD/papers/Keegan1.pdf.
McCarthy, G. (2012). Virtual teams and blended learning.
International Conference on Education and New learning Technologies
(pp.4867-4876).
Munkvold, B.E. & I. Zigurs. (2007). Information &
Management. Factors with potential to affect outcomes in virtual teams.
44 287–299. 288.
Park, Y. (2011). A pedagogical Framework for Mobile Learning:
Categorizing Educational Applications of Mobile Technologies into Four
Types. International Review of Research in Open and Distance Learning,
12(2).
Sharples, M., J. Taylor & G. Vavoula. (2007). A theory of
learning for the mobile age. The Sage handbook of E-learning research
(pp. 221-247). Sage: London.
Sarica, G., & N. Cavus. (2008). Web based English language
and literature learning, presented at the 8th International Educational
Technology Conference, Anadolu University, 6-9 May, Eski. ehir, Turkey.
Tan, W.K. & C.H. Tan. (2012). Conveying information
effectively in a virtual world: insights from synthesized task closure
and media richness. Journal of the American society for information
science and technology .vol63, issue 6, pp1198-1212.
Traxler, J. (2007). Defining discussing and evaluating mobile
learning: The moving finger writes and having write…the international
review in open and distance learning,8,1-13.
Uden, L. (2007). Technology and problem based learning. British journal of educational technology volume 38, issue 3, p553.
Zurita. G. & M.A. Nussbaum. (2007). Conceptual framework
based on activity theory for mobile CSCL, "British journal of
educational technology ", Vol 38, No2.pp.211-235.
DOI: http://dx.doi.org/10.17507/tpls.0611.20
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