The Impact of Using Email on Improving the Writing Skills among Iranian Students

Autor/inn/en	Janfaza, Abusaied; Shahsavari, Khadijeh; Soori, Afshin
Titel	The Impact of Using Email on Improving the Writing Skills among Iranian Students
Quelle	In: Advances in Language and Literary Studies, 5 (2014) 5, S. 75-79 PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Forschungsbericht; Foreign Countries; Writing Skills; English (Second Language); Second Language Instruction; College Students; Randomized Controlled Trials; Comparative Analysis; Electronic Mail; Technology Uses in Education; Educational Technology; Pretests Posttests; Computer Mediated Communication; Conventional Instruction; Iran + Suchen Sie Ihr Suchwort? Ausland; Writing skill; Schreibfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Elektronischer Briefkasten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Computerkonferenz
Abstract	The need for the application of technology in education has been increased. One of the new approaches in technology is using email for learning a second or a foreign language. The present study aimed at investigating the effectiveness of using email in improving writing skills among Iranian EFL students. The participants of the study were 42 pre-intermediate Iranian EFL students in an English language institute in Shiraz, Iran. The participants were randomly assigned into an experimental and a control group. Each group consisted of 21 participants. The treatment continued for three weeks and 3 sessions a week. The students in the experimental group used email for sending their assignments. These students were in contact with their teacher via email and asked writing questions. In contrast, the students in the control group taught writing without using the computer in traditional way. To be sure of homogeneity of the participants, a pre-test was administered before the treatment. After three weeks treatment, a post-test was administered to check the students' improvement in writing. The findings revealed that the students in in the experimental group performed significantly better than the students in the control group. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01