DIGITAL MULTIMODAL COMPOSING VS. MOOC-BASED INSTRUCTION: EFFECTS ON IELTS CANDIDATES’ SPEAKING FLUENCY AND COHERENCE.
Saved in:
| Title: | DIGITAL MULTIMODAL COMPOSING VS. MOOC-BASED INSTRUCTION: EFFECTS ON IELTS CANDIDATES’ SPEAKING FLUENCY AND COHERENCE. |
|---|---|
| Authors: | TALAKOOB, Fahimeh1 talakoob.fahimeh@gmail.com, TABRIZI, Hossein Heidari1 heidaritabrizi@gmail.com, SHAFIEE, Sajad2 s.shafiee@iaushk.ac.ir |
| Source: | Turkish Online Journal of Distance Education (TOJDE). Oct2025, Vol. 26 Issue 4, p222-239. 18p. |
| Subject Terms: | *International English Language Testing System, *Fluency (Language learning), *Massive open online courses, *Digital literacy, *Educational outcomes, *Comparative studies, *English as a foreign language, Coherence (Philosophy) |
| Abstract: | Over the past decades, language teachers have utilized the advantages of technology in the language classroom, yet given the explosion of technological tools and applications in recent years, there is no consensus as to which technological advancement best serves the development of which language skills or components. The current investigation was designed to examine the potential impacts of digital multimodal composing (DMC) and massive online open courses (MOOC) on the speaking fluency and coherence of Iranian intermediate IELTS candidates. To this end, a pretest-treatment-posttest, quasi-experimental design was utilized and a sample of 93 male/female EFL learners at the intermediate level were selected based on volunteer sampling procedures. Subsequently, the participants were assigned to the three groups of DMC, MOOC, and control group (CG). The three groups were exposed to the same instructional materials, with the difference being that in DMC, the learners had to produce videos during the course and post them on the Flip platform for their peers and teacher to review and comment. They then could use the feedback to make corrections/revisions; in the MOOC condition, the learners signed up for the course on futurelearn. com and received video presentations, pdf articles, and quizzes, and they were made to leave comments or react to each other’s’ comments during the course. In the CG, the materials were presented in print and through powerpoint slides by the teacher. Comparisons of the speaking posttest scores of the learners in the three groups revealed that with regard to fluency and coherence, DMC learners significantly outperformed MOOC learners, who were in turn better than the CG learners. Based on these findings, this study presents a discussion of certain pedagogical implications. [ABSTRACT FROM AUTHOR] |
| Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 188812739 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: DIGITAL MULTIMODAL COMPOSING VS. MOOC-BASED INSTRUCTION: EFFECTS ON IELTS CANDIDATES’ SPEAKING FLUENCY AND COHERENCE. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22TALAKOOB%2C+Fahimeh%22">TALAKOOB, Fahimeh</searchLink><relatesTo>1</relatesTo><i> talakoob.fahimeh@gmail.com</i><br /><searchLink fieldCode="AR" term="%22TABRIZI%2C+Hossein+Heidari%22">TABRIZI, Hossein Heidari</searchLink><relatesTo>1</relatesTo><i> heidaritabrizi@gmail.com</i><br /><searchLink fieldCode="AR" term="%22SHAFIEE%2C+Sajad%22">SHAFIEE, Sajad</searchLink><relatesTo>2</relatesTo><i> s.shafiee@iaushk.ac.ir</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Turkish+Online+Journal+of+Distance+Education+%28TOJDE%29%22">Turkish Online Journal of Distance Education (TOJDE)</searchLink>. Oct2025, Vol. 26 Issue 4, p222-239. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22International+English+Language+Testing+System%22">International English Language Testing System</searchLink><br />*<searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Massive+open+online+courses%22">Massive open online courses</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+literacy%22">Digital literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br /><searchLink fieldCode="DE" term="%22Coherence+%28Philosophy%29%22">Coherence (Philosophy)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Over the past decades, language teachers have utilized the advantages of technology in the language classroom, yet given the explosion of technological tools and applications in recent years, there is no consensus as to which technological advancement best serves the development of which language skills or components. The current investigation was designed to examine the potential impacts of digital multimodal composing (DMC) and massive online open courses (MOOC) on the speaking fluency and coherence of Iranian intermediate IELTS candidates. To this end, a pretest-treatment-posttest, quasi-experimental design was utilized and a sample of 93 male/female EFL learners at the intermediate level were selected based on volunteer sampling procedures. Subsequently, the participants were assigned to the three groups of DMC, MOOC, and control group (CG). The three groups were exposed to the same instructional materials, with the difference being that in DMC, the learners had to produce videos during the course and post them on the Flip platform for their peers and teacher to review and comment. They then could use the feedback to make corrections/revisions; in the MOOC condition, the learners signed up for the course on futurelearn. com and received video presentations, pdf articles, and quizzes, and they were made to leave comments or react to each other’s’ comments during the course. In the CG, the materials were presented in print and through powerpoint slides by the teacher. Comparisons of the speaking posttest scores of the learners in the three groups revealed that with regard to fluency and coherence, DMC learners significantly outperformed MOOC learners, who were in turn better than the CG learners. Based on these findings, this study presents a discussion of certain pedagogical implications. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188812739 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.17718/tojde.1609742 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 222 Subjects: – SubjectFull: International English Language Testing System Type: general – SubjectFull: Fluency (Language learning) Type: general – SubjectFull: Massive open online courses Type: general – SubjectFull: Digital literacy Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Coherence (Philosophy) Type: general Titles: – TitleFull: DIGITAL MULTIMODAL COMPOSING VS. MOOC-BASED INSTRUCTION: EFFECTS ON IELTS CANDIDATES’ SPEAKING FLUENCY AND COHERENCE. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: TALAKOOB, Fahimeh – PersonEntity: Name: NameFull: TABRIZI, Hossein Heidari – PersonEntity: Name: NameFull: SHAFIEE, Sajad IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13026488 Numbering: – Type: volume Value: 26 – Type: issue Value: 4 Titles: – TitleFull: Turkish Online Journal of Distance Education (TOJDE) Type: main |
| ResultId | 1 |
