QR Code Enriched Writing and Speaking Practices: Insights from EFL Learners at Tertiary Level
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Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Urmia Univ
Access Rights
info:eu-repo/semantics/closedAccess
Abstract
This study examined experiences and viewpoints of English as a Foreign Language (EFL) learners' regarding the integration of QR codes into writing and speaking practices at the tertiary-level L2 learning. Employing an action research design, researchers collected qualitative data through online interviews, a survey of open-ended questions, and learners' written reflections during class hours and brief field notes. Inductive thematic analysis was used for data analysis to form codes and themes. As a result, the learners identified QR codes as time-saving, useful, and enjoyable pedagogical tools for writing and speaking practices. The facilitative role of QR codes was centered on increasing motivation and interaction with classmates during different phases of productive skill-based activities, particularly in the idea-generation steps. The learners reported that QR code-based mobile learning practices make learning environments more participatory, safe, inclusive, and cooperative. The study presents instructional implications for transforming conventional student-teacher interaction into a peer- learning-oriented and autonomous atmosphere in higher education.
Description
Keywords
action research, higher education, mobile learning, QR codes, writing and speaking practices
Journal or Series
Iranian Journal of Language Teaching Research
WoS Q Value
N/A
Scopus Q Value
Q1
Volume
12
Issue
2
