Abstract
Application of Virtual Team-Working has provided opportunities to solve the limitations of the traditional ways of teaching and learning. This study investigated, how using virtual team-working could affect teaching productive skills of Iranian EFL learners. A group of 30 Iranian upper intermediate female EFL learners, aged 18-31, in Isfahan Air Base were arranged in two groups. They set up their virtual groups and continued team-work activities during 6 weeks. This study employed a triangulated research approach involving questionnaires, pre/post productive tests, observation, and interview to increase the reliability of the study. Pre/Post productive tests were used to compare the participants’ speaking and writing productions before/after the project, and they were evaluated based on the comparison of their mean scores by Matlab software. A chi-square test was run for each test to see whether the differences between observed and expected results were significant. The results showed that the mean scores of the participants in the posttest were significantly higher than that in the pretest in experimental group. Moreover, the attitudes of the participants towards using virtual team-working were surveyed by using questionnaires. The results of this study may benefit teachers, students, and those involved in teaching and learning.
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