Abstract
Technology-based teaching and learning are always an innovative technique that absorbs many researchers’ attention throughout the words. Considering the vital role of online learning, this study aimed to examine the effects of e-learning on Iranian EFL learners’ reading comprehension and reading motivation. To this end, the OQPT was given to 101 Iranian EFL learners, and 60 of them who were at the intermediate level were selected as the participants of the study. Then, they were randomly divided into two groups: one experimental group (EG) (n = 30) and one control group (CG) (n = 30). After that, a reading comprehension test and a reading motivation questionnaire were administered to both groups as the pretests of the study. After pretesting, the participants of the EG received the treatment through e-learning. Eight lessons of Connect Book 4 were taught to the experimental participants online. On the other side, the participants of the CG were taught traditionally, through a face-to-face fashion. In the last session, a reading comprehension test and a reading motivation questionnaire were again given to both groups. The independent-samples t-test revealed that the EG outflanked the CG on the posttests. The e-learning instruction aided Iranian EFL learners in enhancing their reading comprehension and reading motivation. Regarding the findings of this study, some implications are mentioned for learners, teachers, and curriculum designers.
Highlights
From the score table during the pandemic, the findings show that in seventh-grade students at SMP Pencawan Medan who can comprehend 20 participants who have experienced a decrease in speaking during face-to-face learning before pandemic than e-learning, there were two students with excellent categories, no students with friendly classes, eight participants with adequate classifications, and ten students with not sufficiently satisfactory categories. e researchers discover specific issues, including pronunciation, fluency, vocabulary, and accuracy
Since 2014, the participants have been studying English as a second or foreign language. e participants’ level of English language competence was measured by giving the Oxford Quick Placement Test (OXF) (OQPT). e participants were chosen using the convenience sampling approach, which was implemented. e subjects who were chosen were separated into two groups at random: the experimental group (EG) and the control group (CG)
Mohammadi et al [57] corroborated our results, who proved the effects of e-learning on language learning among English as a foreign language (EFL) learners
Summary
E-learning is an excellent alternative to traditional teaching methods. Waterhouse [1] defines it as computer-mediated learning and teaching environment that may be used to develop the application of learning and teaching principles and practices. E-learning is described as the use of modern multimedia technologies and the Internet to enhance the quality of learning by making it easier to access information and services and engage in remote exchange and cooperation. Rosenberg [2] defines e-learning as the ability to save, share, and update data, but Horton [3] argues that e-learning provides the accumulation of learning experiences in information and computer technology by building up a database of information and computer technology. We must emphasize that all definitions agree that e-learning includes computer technology to promote and improve learning
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