Exploring the Role of M-Game as a Seat of ESP Reading in the Iranian TVT
To direct m-game to be a possible didactic option for Iranian TVT (Technical Vocational Training) trainees, in this study m-game-mediated (Mobile Game-Mediated) materials delivery was incorporated into the conventional teaching method in the blended ESP reading skill platform. So, 52 male trainees...
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| Format: | Article |
| Language: | English |
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University of Sistan and Baluchestan
2016-02-01
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| Series: | Iranian Journal of Applied Language Studies |
| Subjects: | |
| Online Access: | https://ijals.usb.ac.ir/article_3020_cfb50b9aafda9de3fbf21a722bbc43b1.pdf |
| _version_ | 1797904110486290432 |
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| author | Mohammad Javad Mohammadi Saeed Khazaie Mohammad Khatib |
| author_facet | Mohammad Javad Mohammadi Saeed Khazaie Mohammad Khatib |
| author_sort | Mohammad Javad Mohammadi |
| collection | DOAJ |
| description | To direct m-game to be a possible didactic option for Iranian TVT (Technical Vocational Training) trainees, in this study m-game-mediated (Mobile Game-Mediated) materials delivery was incorporated into the conventional teaching method in the blended ESP reading skill platform. So, 52 male trainees fromTechnical and Vocational College of Isfahan were selected by convenience sampling. Afterwards, 48 trainees were defined as homogeneous using Englishtag Test to learn ESP in 16 triads under two different blended learning scenarios in 18 sessions in the academic year 2014-2015. While the first group of the trainees practiced in the blended learning situation with ready-made displaying device and materials, the second-group trainees practiced the same content through the medium of their own self-made PDA (Personal Digital Assistant) and materials; in this way, their learning performance assessed continuously in and outside the classroom. To employ tree-prong approach, interest survey and focus-group interview were embraced, as well. Overall, descriptive and inferential analyses of the collected data disclosed that trainees who were involved in the process of materials development were more excited and learned more than their counterparts who practiced via prefabricated devices and materials. Consequently, self-made (vs. prefabricated) m-game-mediated blended platform was found to be more liable to teaching and learning ESP reading skill. |
| first_indexed | 2024-04-10T09:43:36Z |
| format | Article |
| id | doaj.art-cfabdc83f1d34037b68878a5c754afa4 |
| institution | Directory Open Access Journal |
| issn | 2008-5494 2322-3650 |
| language | English |
| last_indexed | 2024-04-10T09:43:36Z |
| publishDate | 2016-02-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | Iranian Journal of Applied Language Studies |
| spelling | doaj.art-cfabdc83f1d34037b68878a5c754afa42023-02-17T06:07:39ZengUniversity of Sistan and BaluchestanIranian Journal of Applied Language Studies2008-54942322-36502016-02-0181255210.22111/ijals.2016.30203020Exploring the Role of M-Game as a Seat of ESP Reading in the Iranian TVTMohammad Javad Mohammadi0Saeed Khazaie1Mohammad Khatib2Allameh Tabataba’i UniversityShahid Chamran University of AhvazAllameh Tabataba’i UniversityTo direct m-game to be a possible didactic option for Iranian TVT (Technical Vocational Training) trainees, in this study m-game-mediated (Mobile Game-Mediated) materials delivery was incorporated into the conventional teaching method in the blended ESP reading skill platform. So, 52 male trainees fromTechnical and Vocational College of Isfahan were selected by convenience sampling. Afterwards, 48 trainees were defined as homogeneous using Englishtag Test to learn ESP in 16 triads under two different blended learning scenarios in 18 sessions in the academic year 2014-2015. While the first group of the trainees practiced in the blended learning situation with ready-made displaying device and materials, the second-group trainees practiced the same content through the medium of their own self-made PDA (Personal Digital Assistant) and materials; in this way, their learning performance assessed continuously in and outside the classroom. To employ tree-prong approach, interest survey and focus-group interview were embraced, as well. Overall, descriptive and inferential analyses of the collected data disclosed that trainees who were involved in the process of materials development were more excited and learned more than their counterparts who practiced via prefabricated devices and materials. Consequently, self-made (vs. prefabricated) m-game-mediated blended platform was found to be more liable to teaching and learning ESP reading skill.https://ijals.usb.ac.ir/article_3020_cfb50b9aafda9de3fbf21a722bbc43b1.pdfblended learningespict-mediated learningiranian tvtm-game |
| spellingShingle | Mohammad Javad Mohammadi Saeed Khazaie Mohammad Khatib Exploring the Role of M-Game as a Seat of ESP Reading in the Iranian TVT Iranian Journal of Applied Language Studies blended learning esp ict-mediated learning iranian tvt m-game |
| title | Exploring the Role of M-Game as a Seat of ESP Reading in the Iranian TVT |
| title_full | Exploring the Role of M-Game as a Seat of ESP Reading in the Iranian TVT |
| title_fullStr | Exploring the Role of M-Game as a Seat of ESP Reading in the Iranian TVT |
| title_full_unstemmed | Exploring the Role of M-Game as a Seat of ESP Reading in the Iranian TVT |
| title_short | Exploring the Role of M-Game as a Seat of ESP Reading in the Iranian TVT |
| title_sort | exploring the role of m game as a seat of esp reading in the iranian tvt |
| topic | blended learning esp ict-mediated learning iranian tvt m-game |
| url | https://ijals.usb.ac.ir/article_3020_cfb50b9aafda9de3fbf21a722bbc43b1.pdf |
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