An Emphasis on the Critical Roles of Academic Simplified Material and its Influences on Learners' Boredom in Online Instruction, Attitudes to Electronic Learning, Self-regulated Online Learning, and Language Achievement
As education is remodeled to online solutions, instructors and students must adapt their teaching and learning materials. This study inspected how Iranian EFL learners' attitudes toward electronic learning, selfregulated online learning (OL), boredom, and English language achievement were af...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2025-04-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3435_dac57e411fa6f1f009a4857ab7a1e42c.pdf |
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| Summary: | As education is remodeled to online solutions, instructors and students
must adapt their teaching and learning materials. This study inspected
how Iranian EFL learners' attitudes toward electronic learning, selfregulated online learning (OL), boredom, and English language
achievement were affected by academic simplified materials. To do this,
70 intermediate volunteers were chosen using a quasi-experimental
design based on a convenience sampling method. Two experimental
groups (EGs) (one for simplified texts and the other for authentic texts)
were selected. Next, both groups took the pretests on general English,
boredom, and self-regulated learning (SRL). Then, one group was trained
in 12 simplified reading texts through online instruction, while the other
group was trained in 12 authentic texts without using online teaching.
After the treatment sessions, both groups took the general English,
boredom, and SRL post-tests. Finally, a questionnaire was administered
to the participants of the simplified group to explore their general
viewpoints about applying simplification and simplified materials. The
analyses showed substantial differences amongst the posttests of the
groups in favor of the simplified group. The outcomes suggested that the
simplified group considerably outflanked the authentic group on the
posttests. Besides, the analyses showed that Iranian EFL learners had
positive attitudes toward teaching simplified texts via online instruction. |
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| ISSN: | 2676-5357 |