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مهرآرا, الهام, آژیده, پرویز, ظهرابی, محمد, یعقوبی نوتاش, مسعود, حدیدی, یاسر. (1403). Cultivating Opportunities: The Role of Guided Mobile-Assisted Task Performance on Reactivity to Mistake and L2 Willingness to Communicate. , (), -. doi: 10.22034/jls.2025.142706.1194
الهام مهرآرا; پرویز آژیده; محمد ظهرابی; مسعود یعقوبی نوتاش; یاسر حدیدی. "Cultivating Opportunities: The Role of Guided Mobile-Assisted Task Performance on Reactivity to Mistake and L2 Willingness to Communicate". , , , 1403, -. doi: 10.22034/jls.2025.142706.1194
مهرآرا, الهام, آژیده, پرویز, ظهرابی, محمد, یعقوبی نوتاش, مسعود, حدیدی, یاسر. (1403). 'Cultivating Opportunities: The Role of Guided Mobile-Assisted Task Performance on Reactivity to Mistake and L2 Willingness to Communicate', , (), pp. -. doi: 10.22034/jls.2025.142706.1194
مهرآرا, الهام, آژیده, پرویز, ظهرابی, محمد, یعقوبی نوتاش, مسعود, حدیدی, یاسر. Cultivating Opportunities: The Role of Guided Mobile-Assisted Task Performance on Reactivity to Mistake and L2 Willingness to Communicate. , 1403; (): -. doi: 10.22034/jls.2025.142706.1194

Cultivating Opportunities: The Role of Guided Mobile-Assisted Task Performance on Reactivity to Mistake and L2 Willingness to Communicate

پژوهش‌های زبان‌شناسی: نظریه و کاربرد
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 13 بهمن 1403
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22034/jls.2025.142706.1194
نویسندگان
الهام مهرآرا1؛ پرویز آژیده* 2؛ محمد ظهرابی3؛ مسعود یعقوبی نوتاش4؛ یاسر حدیدی5
1Mehrara Department of English Language Faculty of Persian Literature & Foreign Languages University of Tabriz, Tabriz, Iran
2Department of English Language Faculty of Persian Literature & Foreign Languages University of Tabriz, Tabriz, Iran
3دانشگاه تبریز
4Department of English Language, Faculty of Persian Literature & Foreign Languages, University of Tabriz, Tabriz, Iran.
5Department of English Language, Faculty of Persian Literature & Foreign Languages University of Tabriz, Tabriz, Iran.
چکیده
The use of technology has become an important part of the learning nowadays. There is paucity of studies on Mobile-Assisted learning and its two modes (guided and unguided) on willingness to communicate and reactivity to mistake of EFL learners. For this purpose, 54 Iranian EFL learners with the age range of 21 to 27 at the intermediate level took part in this study. The data gathering tools were Oxford Placement Test (OPT), willingness to communicate (WTC) questionnaire, reactivity to mistake scale, and a semi-structured interview. The students were randomly assigned to one control group and two experimental groups of guided and unguided mobile-assisted task performance. The results showed that using mobile learning in general was effective in English classrooms; however, the role of guided mobile-assisted task performance was highlighted in increasing the level of WTC and a change in the level of reactivity to mistake. The quantitative results represented more positive attitudes towards the strategy.
کلیدواژه‌ها
mobile-assisted task performance؛ reactivity to mistake؛ technology؛ willingness to communicate
آمار
تعداد مشاهده مقاله: 26


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