The Effect of Technological Instruction on Learners’ Identity Construction

The purpose of this study was to compare the impact of technology-integrated and traditional instruction on social identity of English language learners. Over ۵ months, two groups of ۲۶ learners (۱۳ students in each group) were exposed to two forms of technological instruction and traditional method of teaching. The instruction was based on doing technological projects. In the technology-integrated group, the projects were done using technology potentials, and in the traditional group, the projects were done using classroom potentials. Both groups received ۲۰-week vocabulary training in the beginning ۲۰ minutes of each conversation class but in different ways. Pre-tests and post-tests were used to measure learners’ improvements in vocabulary development and social identity level. The results revealed that the learners involved in technology-integrated instruction proved superior compared to the traditional learning group in their English vocabulary and social identity. It showed that projects done in technology-integrated environments surpassed the projects done in traditional learning contexts. The findings suggested that technology-integrated projects were more effective than traditional ones, possibly due to the enticing features of technology that enhance learners' motivation and interest.

کلیدواژه ها:

project-based learning ، social identity ، technology-integrated ، traditional learning ، vocabulary development