Abstract
This study investigated the effect of multimedia learning on textuality of Iranian EFL (English as Foreign Language) intermediate learners’ writing performance in individual, collaborative and e-collaborative writing modalities from student and teacher perspectives The results of Multivariate and repeated measure analysis of variance on 90 participants’ writing performances on three measures of pretest, posttest and delayed posttest indicated that although textulaity was significantly improved as a result of multimedia learning in all three writing modes, its sustained development on delayed posttest was only observed in collaborative writing. Also,the results of the analysis of student self -perceived efficacy of multimedia learning questionnaire indicated that students attributed values significantly more to collaborative than to individual and e-collaborative writing modalities. Theme elicitation of structured interview with the teachers suggested when it comes to technology in Iranian EFL conventional educational context, education policy makers and teaching practitioners need to make principled decisions about its use. Possible sources of challenge in implementation of technology can be solved by revisiting issues such as the centrality of instructor roles, and group leadership as well as the quality of environmental support in local educational contexts such as that of Iran.
Similar content being viewed by others
References
Adams, R., Alwi, N. A. N. M., & Newton, J. (2015). Task complexity effects on the complexity and accuracy of writing via text chat. Journal of Second Language Writing, 29, 64–81.
Aloraini, S. (2012). The impact of using multimedia on students’ academic achievement in the College of Education at King Saud University. Journal of King Saud University-Languages and Translation, 24(2), 75–82.
Ballentine, B. D. (2015). Textual adventures: Writing and game development in the undergraduate classroom. Computers and Composition, 37, 31–43.
Beaugrande, R.-A. D. (1981). de, Dressler WU introduction to text linguistics. Applied Linguistics and Language Study). Longman Publishing Group.
Biria, R., & Jafari, S. (2013). The impact of collaborative writing on the writing fluency of Iranian EFL learners. Journal of Language Teaching and Research, 4(1), 164–175.
Brunyé, T. T., Taylor, H. A., Rapp, D. N., & Spiro, A. B. (2006). Learning procedures: The role of working memory in multimedia learning experiences. Applied Cognitive Psychology, 20(7), 917–940.
Challob, A. a. I., Bakar, N. A., & Latif, H. (2016). Collaborative blended learning writing environment: Effects on EFL students’ writing apprehension and writing performance. English Language Teaching, 9(6), 229.
Chang, C.-F. (2012). Peer review via three modes in an EFL writing course. Computers and Composition, 29(1), 63–78.
Chen, K. T.-C. (2012). Blog-based peer reviewing in EFL writing classrooms for Chinese speakers. Computers and Composition, 29(4), 280–291.
de Guerrero, M. C. (2018). Going covert: Inner and private speech in language learning. Language Teaching, 51, 1), 1–1),35.
De Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179–201.
Diamond, M. E. (2011). The role of narrative in multimedia Learning PHD Thesis. Nevada University, Las Vegas: Department of Curriculum and Instruction.
Diezmann, C. M., & Watters, J. J. (2002). A theoretical framework for multimedia resources: A case from science education. In Proceeding Australian Association for Research in Education Conference, Brisbane.
Ebadi, S., & Asakereh, A. (2017). Developing EFL learners’ speaking skills through dynamic assessment: A case of a beginner and an advanced learner. Cogent Education, 4(1), 1419796.
El Mhouti, A., Nasseh, A., Erradi, M., & Vasquèz, J. M. (2017). Enhancing collaborative learning in web 2.0-based e-learning systems: A design framework for building collaborative e-learning contents. Education and Information Technologies, 22(5), 2351–2364.
Elola, I., & Oskoz, A. (2017). Writing with 21st century social tools in the L2 classroom: New literacies, genres, and writing practices. Journal of Second Language Writing.
Farhady, H., Jafarpoor, A., & Birjandi, P. (1994). Testing language skills from theory to practice. Tehran: Iran samt.
Fischer, F., & Mandl, H. (2005). Knowledge convergence in computer-supported collaborative learning: The role of external representation tools. The Journal of the Learning Sciences, 14(3), 405–441.
Garing, A. G. (2014). Coherence in argumentative essays of first-year College of Liberal Arts students at De La Salle University. Paper presented at the DLSU Research Congress.
Hughes, G. (2009). Social software: New opportunities for challenging social inequalities in learning? Learning, Media and Technology, 34(4), 291–305.
Jones, A., Harlow, A., & Cowie, B. (2004). New Zealand teachers' experiences in implementing the technology curriculum. International Journal of Technology and Design Education, 14(2), 101–119.
Kabilan, M. K., & Khan, M. A. (2012). Assessing pre-service English language teachers’ learning using e-portfolios: Benefits, challenges and competencies gained. Computers & Education, 58(4), 1007–1020.
Kennedy, K. (2016). Textual curation. Computers and Composition, 40, 175–189.
Kent, C., Laslo, E., & Rafaeli, S. (2016). Interactivity in online discussions and learning outcomes. Computers & Education, 97, 116–128.
Khatib, M., & Meihami, H. (2015). Languaging and writing skill: The effect of collaborative writing on EFL students’ writing performance. Advances in Language and Literary Studies, 6(1), 203–211.
Khorshidi, A., & Abadikhah, S. (2013). A study of the form and content of private speech produced by Iranian adult EFL learners. Theory and Practice in Language Studies, 3(5), 836.
Kilic, V. (2007). Textual Properties. Beykent Üniversitesi Sosyal Bilimler Dergisi, 1(1).
Li, M., & Storch, N. (2017). Second language writing in the age of CMC: Affordances, multimodality, and collaboration. Journal of second language writing, 36, 5.
Lowry, P. B., Curtis, A., & Lowry, M. R. (2004). Building a taxonomy and nomenclature of collaborative writing to improve interdisciplinary research and practice. Journal of Business Communication, 41(1), 66–99.
Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics, 15(4), 474–496.
Lunsford, A. A. (2006). Writing, technologies, and the fifth canon. Computers and Composition, 23(2), 169–177.
Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125–139.
Mayo, M. d. P. G., & Ibarrola, A. L. (2015). Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings. System, 54, 40–54.
Mikhchi, H. H. (2011). Standards of textuality: Rendering English and Persian texts based on a textual model. Journal of Universal Language, 12(1), 47–74.
Mirvani, F., & Gholami, H. (2015). An investigation of the role of private speech in iranian intermediate efl learner’s grammar development. Indian Journal of Fundamental and Applied Life Sciences, 5(2), 866–873.
Mohammadi, Z. (2017). Interactional complexity development, interactional demonstrators and interaction density in collaborative and e-collaborative writing modalities. Journal of Teaching Language Skills, 36(2), 75–102.
Naghdipour, B. (2016). English writing instruction in Iran: Implications for second language writing curriculum and pedagogy. Journal of Second Language Writing, 32, 81–87.
Ortega, L. (2015). Syntactic complexity in L2 writing: Progress and expansion. Journal of Second Language Writing, 29, 82–94.
Rabiee, A., Nazarian, Z., & Gharibshaeyan, R. (2013). An explanation for internet use obstacles concerning e-learning in Iran. The International Review of Research in Open and Distributed Learning, 14(3), 361–376.
Racicot, R. (2016). The effect of multimedia writing support software on written productivity. Journal of Occupational Therapy, Schools, & Early Intervention, 9(1), 99–123.
Ruiz-Funes, M. (2015). Exploring the potential of second/foreign language writing for language learning: The effects of task factors and learner variables. Journal of Second Language Writing, 28, 1–19.
Slevin, J. (2008). E-learning and the transformation of social interaction in higher education. Learning, Media and Technology, 33(2), 115–126.
Stockwell, G. (2012). Computer-assisted language learning: Diversity in research and practice. Cambridge University Press.
Storch, N. (2013). Collaborative writing in L2 classrooms (Vol. 31): Multilingual matters.
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L. (2009). Languaging: University students learn the grammatical concept of voice in French. The Modern Language Journal, 93(1), 5–29.
Waldeck, J. H., & Dougherty, K. (2012). Collaborative communication technologies and learning in college courses: Which are used, for what purposes, and to what ends? Learning, Media and Technology, 37(4), 355–378.
Webb, M., & Gibson, D. (2015). Technology enhanced assessment in complex collaborative settings. Education and Information Technologies, 20(4), 675–695.
Wilson, J., & Czik, A. (2016). Automated essay evaluation software in English language arts classrooms: Effects on teacher feedback, student motivation, and writing quality. Computers & Education, 100, 94–109.
Wind, S. A., Stager, C., & Patil, Y. J. (2017). Exploring the relationship between textual characteristics and rating quality in rater-mediated writing assessments: An illustration with L1 and L2 writing assessments. Assessing Writing, 34, 1–15.
Yancey, K. B. (2004). Made not only in words: Composition in a new key. College Composition and Communication, 56(2), 297–328.
Yang, W., Lu, X., & Weigle, S. C. (2015). Different topics, different discourse: Relationships among writing topic, measures of syntactic complexity, and judgments of writing quality. Journal of Second Language Writing, 28, 53–67.
Yazdi-Amirkhiz, S. Y., Ajideh, P., & Leitner, G. (2016). The influence of collaboration on individual writing quality: The case of Iranian vs. Malaysian college students. Journal of English Language Teaching and Learning, 8(17), 1–24.
Yücel, Ü. A., & Usluel, Y. K. (2016). Knowledge building and the quantity, content and quality of the interaction and participation of students in an online collaborative learning environment. Computers & Education, 97, 31–48.
Zheng, B., & Warschauer, M. (2017). Epilogue: Second language writing in the age of computer-mediated communication. Journal of Second Language Writing., 36, 61–67.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendices
Appendix 1
Appendix 2
Rights and permissions
About this article
Cite this article
Mohamadi Zenouzagh, Z. Multidimensional analysis of efficacy of multimedia learning in development and sustained development of textuality in EFL writing performances. Educ Inf Technol 23, 2969–2989 (2018). https://doi.org/10.1007/s10639-018-9754-y
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-018-9754-y