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Advances in Social Sciences Research Journal – Vol. 8, No. 5
Publication Date: May 25, 2021
DOI:10.14738/assrj.85.10243.
Jose, J. (2021). Enhancing Arab learners’ EFL Linguistic Accuracy through Technology Integration in an Omani Context. Advances in
Social Sciences Research Journal, 8(5). 401-419.
Services for Science and Education – United Kingdom
Enhancing Arab learners’ EFL Linguistic Accuracy through
Technology Integration in an Omani Context
Dr. Jayaron Jose
English Language Centre, University of Technology and Applied Sciences
Al Musanna Oman
ABSTRACT
Integration of technology especially ICT (Information and Communication
Technologies) has been inevitable in the field of ELT for over many decades across
the globe in general, and Arab world and Sultanate of Oman in particular. In line
with the increasing trend of technology use in ELT, the study was conducted to
determine the effectiveness of technological integration in improving students’
linguistic accuracy in writing in EFL classrooms in Oman. The experimental study
was administered for a period of one semester among 56 students (N=56) at
University of Technology and Applied Sciences, Al Musanna (UTAS-A) in Oman by
means of online blog and forum treatments. The students were divided in to two
groups – blog group (N=28) and forum group (N=28). While the former engaged
themselves in online Blog writing asynchronously, the latter involved in online
forum writing (discussions) synchronously. The learners’ performance was
assessed through a pre-test and a post-test; an interview was administered to gauge
the qualitative aspect of the study; consequently, the quantitative and qualitative
data was analysed statistically. Therefore, study has concluded that EFL linguistic
accuracy of students treated with online forum and blogs improved over time, and
forum group demonstrated better performance than blog group.
Keywords: Technology, EFL, ELT, ESL, linguistic accuracy
INTRODUCTION AND LITERATURE REVIEW
Web 2.0 technologies and open source learning software have significantly influenced EFL and
ESL teaching and learning globally (Li & Swanson, 2014). Moreover, the fact that learners are
becoming increasingly ‘digital natives’ add to the technological influence and integration in
EFL/ESL in ELT. While technological integration can facilitate wide areas of EFL needs –
language and skills, its role in enhancing linguistic accuracy is important for effective
communication (Ragini, 2019).
Technology and language learning: Blogs and Forums
Various forms of information and communication technologies (ICT) have fostered acquisition
of language skills (listening, speaking, reading and writing) and knowledge (Blake 2016). With
an emphasis on writing, Blake (2016) remarked that in addition to offline writing, learners
engage in online writing through tools such as blogs, forums, shared documents, wikis, and
different LMS platforms such as Moodle; also, web.2 apps such as Microsoft Teams, Zoom,
social media platforms – Facebook, WhatsApp, Twitter and Instagram ( Reinhardt, J. 2019) are
also widely used by learners in individual or collaborative writing in long or short text forms.
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 5, May-2021
Services for Science and Education – United Kingdom
With the advance of Web.2.0 technologies, weblogs (blogs) and online forums have become
important tools for collaborative and individual online writing. According to Ismail (2012)
blogs are mostly used for publishing individual journal entries, and he added: “blog, in its
simplest term, refers to an online space in which users can write and publish their personal
journal entries ...” (p.19). Ghaikhman (2016) wrote that writing blogs improve learners’ written
English because they can write their ideas using correct vocabulary and grammar proof- reading and editing their work at ease.
On the other hand, an online forum is an online site created for the purpose of allowing
discussion where a writer can post or write his or her messages on a topic and can expect to
read messages from other users with similar interests in an organized thread lay-out (Stanley,
n.d; Pascual, 2019). Online forums are used by the participants to communicate with each other
in text on the topics given for discussion. The users can post their views, reply to others’
postings and discuss some particular issues; and such online interactions are known as ‘online
forums, discussion forums or just forums’ where the participants can involve in formal and
informal use of language (Chang, 2012) through active learning by participating in conference
or discussion, debating, asking and describing; thus forums offer learners more writing
opportunities than they get in traditional classrooms (Li & Liu, 2018)
Linguistic Accuracy
Linguistic accuracy can be defined as students’ correctness in using the linguistic system such
as pronunciation, grammar and vocabulary. Learners who are fluent (making meanings clear)
in terms of speaking and writing can be inaccurate (making lots of mistakes) in their productive
skills. Language manipulation activities such as error ‘’noticing’’, studying and applying
grammatical rules, drills and controlled practice can improve learners’ linguistic accuracy
(‘’Accuracy Refers to How Correct learners”, n.d)
According to Housen and Kuiken,
..., accuracy as the ability to produce error-free speech, and fluency as the ability to
process the L2 with ‘native-like rapidity’ ... or ‘the extent to which the language
produced in performing a task manifests pausing, hesitation, or reformulation’
(2009, p.2).
Polio (1997) writes that language accuracy is measured by counting the number of error-free
clauses (EFCs), and he also remarks that counting of EFCs is more objective measure to measure
language accuracy. Furthermore, Hunt (1965) defines a T-unit as an independent clause and
its dependent clause. Nevertheless, Herotani (2013) considers correct word choice and syntax
(word order) as measures to determine the accuracy of written output, and the learners would
be given the benefit of doubt to any ambiguous errors in a T-unit or clause.
To summarize this section, the term ‘accuracy’ in the study can be defined as the linguistic
accuracy of the EFL written output in terms of the number of correct word choice and syntax
as measured by the writing measure used in the study.
Learning theories
The study was based on a combination of different theories such as constructivism theory,
theories of task-based language learning (TBLL), communicative language teaching (CLT) and
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Jose, J. (2021). Enhancing Arab learners’ EFL Linguistic Accuracy through Technology Integration in an Omani Context. Advances in Social Sciences
Research Journal, 8(5). 401-419.
URL: http://dx.doi.org/10.14738/assrj.85.10243
writing approaches such as process-genre based approach. Constructivism theory can be best
applied to technology integrated language learning as technology facilitates learners to build
up on their learning (Aldoobie, 2015). The principles of TBLT also can be applied to this study
of writing through blogs and forums as learners use language to engage in meaningful real-life
tasks (Rhalmi, 2018). Moreover, students use language in both forums and blogs to interact
each other asynchronously and synchronously, thus, promoting communicative language
teaching approach (Aicart, 2015). In addition, process-genre based approach to writing can be
well applied to interaction through blogs and forums that it gives opportunity for learners to
plan, draft, edit and publish their writing (Pascual, 2019).
ACTION RESEARCH IN OMANI EFL CONTEXT AT UTAS
Integrating technology across all sections of Omani society is envisioned and pursued by e- Oman for decades (‘’ICT Sustainable Development’’, 2015; ‘’ICT expansion to’’, 2019); as a
result, all educational institutions especially tertiary level institutions are well equipped with
Internet (Wi-Fi and landline), electronic devices and different educational technologies and
software. For example, UTAS – Almusanna has Moodle e-learning platform installed across
departments and Centres especially the English Language Centre with a separate ETC
department for continuous technical support. Moreover, learners’ increased use of
technological devices at UTAS is yet another reason for carrying out this study; they are
observed to be spending considerable time in front of computers and mobile devices (Jose,
2016). In addition, the administration encourages action researches on various educational
areas in the university (‘’Research policy’’, 2018).
RESEARCH OBJECTIVES
The aim of the present study is to determine the effectiveness of using forum and blogs in
promoting writing performance of UTAS students at ELC, Post Foundation English Writing
Program over a period of one semester in terms of lexical accuracy of written language output
and the students’ attitude in terms of forums and blogs affecting the accuracy.
3.1. To determine the differences between the written language produced through the use
of online forums and the written language produced through the use of online blogs in
terms of lexical (linguistic) accuracy.
3.2. To determine the participants’ perception towards the methods of writing through
forums and blogs focusing on lexical accuracy.
RESEARCH QUESTIONS
Based on the above research objectives, the following research questions are framed for
investigation.
Question 1. Is there a significant difference in the percentage of Error-free Clauses in terms of
accuracy within the written outputs by the online forum group?
Question 2. Is there a significant difference in the percentage of error-free clauses in terms of
accuracy within the written outputs by the blog group?