اخبار و اعلانات
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 385 |
| تعداد مقالات | 3,169 |
| تعداد مشاهده مقاله | 4,341,841 |
| تعداد دریافت فایل اصل مقاله | 2,936,113 |
The Impact of Digital Multimodal Composition on Writing Ability of Iranian EFL Learners with Respect to Their Self-Efficacy | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 7، دوره 9، شماره 1، فروردین 2022، صفحه 177-151 اصل مقاله (904.07 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2020.13799.1698 | ||
| نویسندگان | ||
| Najmeh Maghsoudi1؛ Mohammad Golshan* 2؛ Amin Naeimi3 | ||
| 1PhD Student of English, Maybod Branch, Islamic Azad University, Maybod, Iran | ||
| 2Department of English, Maybod Branch, Islamic Azad University, Maybod, Iran | ||
| 3Department of English, Yazd Branch, Islamic Azad University, Yazd, Iran | ||
| تاریخ دریافت: 09 مرداد 1399، تاریخ بازنگری: 26 مهر 1399، تاریخ پذیرش: 29 مهر 1399 | ||
| چکیده | ||
| Despite the increasing attention of researchers to digital multimodal composition in recent years and the importance of self-efficacy beliefs in the development of writing ability, the instruction of writing skill has still remained traditional in Iran. The present mixed-methods study was conducted to examine the joint effect of digital multimodal composition and self-efficacy on the writing ability of Iranian EFL learners. In so doing, two intact groups including 59 sophomore students at a university in southeastern Iran participated in the study. The participants were assigned into two comparison groups of multimodal (n = 30) and monomodal (n = 29) compositions. The multimodal group composed five digital essays while the monomodal group produced five paper-based essays during the semester. Moreover, both groups’ self-efficacy beliefs were assessed through Second Language Writer Self-Efficacy Scale after they finished composing their essays. At the final stage of the research, semi-structured interviews were run to elicit the participants’ perception about digital multimodal composition. The result of two-way MANOVA revealed that the multimodal group outperformed the monomodal group in terms of content, communicative achievement, and organization, but not in language component. Additionally, self-efficacy had a significant impact on the writing ability of both multimodal and monomodal groups regardless of the type of writing they produced. Besides, the thematic analysis of the interviews revealed that highly-efficacious learners had positive perception about multimodal composition. The study concludes with the necessity of reshaping educational practices for English writing instruction in Iran and fostering the learners’ self-efficacy in the composition processes. | ||
| کلیدواژه‌ها | ||
| Digital Multimodal Composition؛ Self-Efficacy؛ Writing Ability | ||
|
آمار تعداد مشاهده مقاله: 723 تعداد دریافت فایل اصل مقاله: 669 |
||