سیمین عنبرشاهی

The integration of technology into education, especially in English Language Teaching (ELT), has transformed learning experiences, fostering increased engagement, motivation, and improved outcomes. Mobile-Assisted Language Learning (MALL) has emerged as a promising tool within this paradigm, offering unique opportunities for language learners. This study examines the impact of MALL on the attitudes, cognitive load, and performance of Iranian EFL learners. The participants were divided into treatment and control groups, with the treatment group using the ELSA app for pronunciation improvement. Data were collected through questionnaires, interviews, and pronunciation assessments. The findings revealed that learners had a positive attitude towards pronunciation learning via MALL, experienced a reduction in cognitive load, and demonstrated a negative correlation between cognitive load and pronunciation performance. The integration of technology into education, especially in English Language Teaching (ELT), has transformed learning experiences, fostering increased engagement, motivation, and improved outcomes. Mobile-Assisted Language Learning (MALL) has emerged as a promising tool within this paradigm, offering unique opportunities for language learners. This study examines the impact of MALL on the attitudes, cognitive load, and performance of Iranian EFL learners. The participants were divided into treatment and control groups, with the treatment group using the ELSA app for pronunciation improvement. Data were collected through questionnaires, interviews, and pronunciation assessments. The findings revealed that learners had a positive attitude towards pronunciation learning via MALL, experienced a reduction in cognitive load, and demonstrated a negative correlation between cognitive load and pronunciation performance.

In an attempt to contribute to the ongoing debate about how output tasks affect noticing of linguistic forms, the present study set out to investigate the effect of pushed output tasks on grammatical accuracy in sentence writing of Iranian EFL learners. Fifty homogenous Iranian EFL learners were randomly assigned to two experimental and control groups. Then, every group underwent ten different treatment sessions. The control group received writing instruction through conventional methods, while the experimental group received instruction through two pushed output tasks. In the case of the experimental group, in the first five treatment sessions, four grammatical structures were presented through picture cued tasks. The next five treatment sessions directed at other structures took place via reconstruction tasks. Two different versions of the writing section of the Preliminary English Test (PET) were used as pre/post-test. The results indicated that the experimental group significantly outperformed the control group. Therefore, it might be argued that pushed output-based tasks had a positive effect on the Iranian EFL learner’s grammatical accuracy in sentence writing. These findings provide empirical support for the output hypothesis and have pedagogical implications for the choice of output-oriented grammar tasks.