Power thesis Imana Amini Telegram

Comparative Impact of Technology-based Telegram
on EFL Learners’ Grammar Achievement with
High and Low Self-efficacy
Supervisor: Dr. Salehi
By : Imaneh Amini
May 2018
1
Faculty of Humanities
Department of English

The purposes of the study
 Introduction & Statement of the Problem
 Objectives of the Study
 Research Questions & Research Hypotheses
 Methodology & Research Design
 Findings
May 2018
Comparative Impact of Technology-based Telegram on EFL Learners’
Grammar Achievement with High and Low Self-efficacy
Imaneh Amini 2
IntroductionLiterature
Review
MethodologyDataAnalysisFinding

Introduction
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Imaneh Amini
Review
 Using technology in a classroom provides interesting
ways to connect the students with the target language and
culture, and build a community standard of language
learners around the world.
 The benefits of using technology in a language-learning
classroom:
 provide a better and more effective use of class time
 builds on the learner’s interests, experiences and needs
 places the students at the center of learning process
 play an active role in acquiring knowledge

Statement of the problem
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Imaneh Amini
 Considering the importance and difficulty of
obtaining grammar knowledge, choosing technology
area of research, theory and practice in education and
also recognizing the psychological needs of learners
could be enhanced ,according to Dornyei (2005),
students can learn better if contents are presented to
them through a way that matches their cognitive
styles.
The present study was an attempt to:
 Investigate the comparative impact of technology
based Telegram on grammar achievement of EFL
learners with high and low self efficacy.
Review

Definitions of key terms
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Imaneh Amini
 Grammar Achievement
 Abu Jeld (2004) stated the grammar is: the sounds and sound patterns.
 Self-efficacy
 It is defined as “one’s beliefs in one’s capabilities to carry out certain
specific tasks” (Dornyei, 2005 , p. 213).
 Technology
 Graddol (1997) stated that “technology lies at the heart of the
globalization process; affecting education work and culture” (p.16).
 Telegram
 According to Kaplan and Haenlein (2010), “Telegram subcategory of
social media is a group of internet-based applications that build on the
ideological foundations of web 2.0, and that allow the creation and
exchange of User Generated Content” (p.61).
Review

Advantages of Using Technology in the
Language Classrooms
 The review found that existing literature on the effectiveness of
technology use in language education is very limited in four
aspects:
 Number of systematic well designed evaluative studies of the
effects of technology uses in language learning is very small
 Setting of instruction where the studies were conducted were
limited to higher education and adult learners
 Languages studied were limited to common foreign languages
and English as a foreign or second language
 Experiments were often short-term and focused on one or two
aspects of language learning
May 2018
Comparative Impact of Technology-based Telegram on EFL
Learners’ Grammar Achievement with High and Low Self-efficacy
Imaneh Amini 7
Introduction
Literature
ReviewMethodology
DataAnalysis
Finding

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Imaneh Amini
Determining how Telegram can affect the
grammar achievement of EFL learners
with high and low self-efficacy
Comparing the impact of Telegram on
grammar learning among EFL learners
with high and low self-efficacy
Exploring the EFL learner’ attitude
towards using Telegram for grammar
learning.
Research Objectives
Introduction
Literature
ReviewMethodologyDataAnalysisFinding

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Imaneh Amini
Research
Question 1
• Does using Telegram have any significant
impact on the grammar achievement of EFL
learners’ with high and low self-efficacy?
Research
Question 2
• Is there any comparative impact of Telegram
on grammar learning among EFL learners
with high and low self-efficacy?
Research
Question 3
• Is there any significant difference in the EFL
learners’ attitudes towards using Telegram
for grammar learning?
Research
questions
Introduction
Literature
ReviewMethodology
DataAnalysis
Finding

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Imaneh Amini
• Using Telegram does not have any
significant impact on grammar
achievement of EFL learner’s with
high and low self-efficacy
HO1
• There is no comparative impact of
Telegram on grammar learning
among EFL learners with high and
low self-efficacy
HO2
• There is no significant difference in
the EFL learners’ attitudes towards
using Telegram for grammar
learning
HO3
Research
hypotheses
Introduction
Literature
ReviewMethodologyDataAnalysisFinding

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Participants
Design of
the study
Instruments
& Materials
Procedure
Data
Analysis
Methodology
Introduction
Literature
Review

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Participants
 The participants of this study were 60
EFL learners who were selected non-
randomly from among 100 female
learners of Zaban Mehr institute located
in Isfahan, Iran with the age range of 16
to 22 years old.
Introduction
Literature
Review

 To select homogenous learners in terms of language
proficiency, a Preliminary English language Test (PET)
test was administrated.
 After that,60 learners whose scores were between one
standard deviation above and below the mean were
chosen as the target sample of the study.
 Then, the Sherer self-efficacy questionnaire was used to
asses the high and low self efficacy of learners
May 2018
Imaneh Amini 13
Participants
Introduction
Literature
Review

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Imaneh Amini
The research instruments contained:
 Preliminary English Language Test (PET)
This test covers four skills: reading, writing, listening
and speaking. It was used to homogenize the
participants.
 Questionnaire of Self-efficacy by Sherer et.al ’ s
Measure a general set of expectations that the
individual carries into new situation
Instruments & Material
Introduction
Literature
Review

 American English File Student Book 2
 Coursebook American English File 2
 Writing Rating Scale by Akef and Hajhashemi
May 2018
‫ا‬Comparative Impact of Technology-based Telegram on EFL
Learners’ Grammar Achievement with High and Low Self-efficacy
Imaneh Amini
15
Materials
Introduction
Literature
Review

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Descriptive statistics
mean, standard deviation, standard error of mean
Normality of distribution
skewness ratio
Inferential statistics
independent sample t-test
Data Analysis
Introduction
Literature
Review

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N Minimum Maximum Mean std. deviation Skewness Skewness
Statistic Statistic Statistic Statistic Statistic Statistic Std.Error Ratio
PET Piloting
Valid N
(listwise)
30 46 67 60.87 6.771 -.064 .427 -0.149
30
 Table 4.1
Descriptive Statistics of PET Piloting
 Figure 4.1
Distribution scores of the PET piloting
Introduction
Literature
Review

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Introduction
Literature
Review

19
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Imaneh Amini
N Minimum Maximum Mean std. deviation
Skewness
Statistic Statistic Statistic Statistic Statistic Statistic
Std.Error
Grammar
Posttest
Piloting
Valid N
(listwise)
30 25.00 37.00 31.933 3.268 -.235 .427
Table 4.5
Descriptive Statistics of the Grammar Posttest Piloting
Introduction
Literature
Review

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 4.3.1 Results of the students' with low self-efficacy
 Figure 4.5
Bar graph of the posttest scores of the students with low-self efficacy
pretest posttest
N Valid 30 30
Missing 0 0
Mean
30 31.20
Std. Deviation 2.93 2.66
Variance 8.94 7.19
 Table 4.15
Descriptive Statistics of the Low Self-efficacy Students' Scores on the
Pretest and Posttest
Introduction
Literature
Review

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Imaneh Amini
 4.3.2 Results of the students' with high self-efficacy
 Figure 4.7
Bar graph of the posttest scores of the students with high self-efficacy
pretest posttest
N Valid 30 30
Missing 0 0
Mean 30 31.20
Std. Deviation 2.93 2.66
Variance 8.94 7.19
 Table 4.19
Descriptive Statistics of the High Self-efficacy Students' Scores on the
Pretest
Introduction
Literature
Review

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Introduction
Literature
Review
Methodology
DataAnalysis
Finding
Paired Differences
t df Sig.Mean SD
Pair 1 pretest -
posttest .300 2.59 .64 29 .52
Table 4.16
Paired Samples T-test for Comparing the Low Self-efficacy Students'
Mean Scores
Paired Differences
t df
Sig. (2-
tailed)Mean
Std.
Deviation
Pair 1 pretest2 -
posttest2 -3.50 1.59 -12.04 29 .001
Table 4.20
Paired Samples T-test for Comparing the High Self-efficacy Students' Mean Scores

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Imaneh Amini
 Regarding the first objective, results verified that Telegram does not have
significant impact on improving the grammar of the students with low self-efficacy;
however, it significantly contributes to the grammar learning of the students with
high self-efficacy.
 Regarding the second objective of the study , the results showed that Telegram
does not have the same impact on improving grammar of the students with high and
low self-efficacy. Regarding the third objective of the study, the findings shoed that
Telegram significantly affects the attitudes of the language learners with high self-
efficacy. However, it does not affect the attitudes of the learners with low self-
efficacy.
 Results
Introduction
Literature
Review

24
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Imaneh Amini
Q1) Does using Telegram have any significant impact on the
grammar achievement of EFL learners’ with high and low self-
efficacy?
 Findings related to Q1
By performing a one-way ANOVA
 a significant difference between the participants’ mean scores
 No significant difference between the mean scores of the
students with low efficacy on the pretest and posttest.
 Interview findings: Xodabande (2017) conducted a
study to examine the effectiveness of social media network
Telegram in teaching English language pronunciation to
Iranian EFL learners.
 no insufficient improvement
 using social media networks in teaching language features can
be very effective and promising
Findings
Introduction
Literature
Review

25May 2018
Imaneh Amini
Q2) Is there any comparative impact of Telegram on grammar learning
among EFL learners with high and low self-efficacy?
 Finding Related to Q2:
There is a significant difference between the groups’ scores on the
posttest and Telegram does not have the same impact on improving
grammar of the students with high and low self-efficacy level.
 Interview Results:
Sung,Jeong and Shin (2015) conducted a study to examine the effects
of self-efficacy and social influence on behavioral intention in mobile
learning service.
 The results revealed that:
 self efficacy has positive effects on performance expectancy , social
influence and effort expectancy
 social influence has positive effects on performance expectancy,
behavioral intention and effort expectancy
 effort expectancy has positive effects on performance expectancy
and behavioral intention
 performance expectancy has a positive effect on behavioral intention
Findings
Introduction
Literature
Review

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Imaneh Amini
Q3) Is there any significant difference in the EFL learners’
attitudes towards using Telegram for grammar learning?
 Findings Related to Q3:
 A significant difference between the groups’ scores on the
posttest of attitudes
 Telegram is more effective in changing the attitudes of the
language learners
 Results of data analysis showed:
 listening anxiety of the experimental group reduced
significantly after the experiments.
 A significant difference between the experimental and
control groups’ listening comprehension was found in favor
of the experimental group at the end of the experiment.
Findings
Introduction
Literature
Review

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Imaneh Amini
Implications
 Telegram can be effective especially when dealing with
different degrees of self-efficacy belief . It has several
implications
 Second language teacher
 Language learners
 Syllabus designers
 The teaching materials can be designed applying mobile
devices to encourage both teachers and learners to work based
on technology as much as they can. This can only be done if
teachers and syllabus designers go hand in hand to facilitate
the learning process by paying attention to learners’ self-
efficacy and motivation.
Introduction
Literature
Review

28
May 2018
Imaneh Amini

Power thesis Imana Amini Telegram

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