Kamran Janfeshan
Kermanshah Branch, Islamic Azad University
The main aim of the present study was to explore the impact of Adobe Connect on Iranian English as a foreign language (EFL) learners' speaking skills. Furthermore, the study investigated whether the learners' attitudes to language learning changed after using Adobe Connect. For that purpose, 100 upper-intermediate EFL students were chosen through the convenience sampling method. The selected students were randomly assigned to two classes. The experimental group applied the Adobe Connect application; however, the conventional teacher-fronted instruction was used for the control group. The results showed that the Adobe Connect class considerably outperformed in speaking skills in comparison to the control group. This demonstrated that the Adobe Connect application is effective in improving learners' speaking skills. The findings suggest that Adobe Connect has a positive impact on enhancing learners' speaking skills. The platform's interactive features promote engagement and collaboration, leading to improvements in fluency, accuracy, pronunciation, and confidence. The results also revealed that there was a difference in attitude change between the participants in experimental and control classes. Adobe Connect has enhanced EFL learners' attitudes toward language learning as well as speaking skills. Thus, it can be suggested that the Adobe Connect application is an effective online instrument that can be used by EFL teachers.
Abbasian M, Modarresi G (2022). Tapping into software for oral communication: A comparative study of Adobe Connect and Skype. Journal of Business, Communication & Technology 1(2): 34–43. doi: 10.56632/BCT.2022.1204
AbuSa’aleek AO (2015). Students’ perceptions of English language learning in the Facebook context. The Journal of Teaching English with Technology 15(4): 60–75.
Adobe (2023). Adobe Connect. Available online: https://www.adobe.com/products/adobeconnect.html (accessed on 13 September 2023).
Ahour T, Entezari Maleki S (2014). The effect of meta-discourse instruction on Iranian EFL learners’ speaking ability. English Language Teaching 7(10): 69–75. doi: 10.5539/eltv7n10p69
Alemi M, Lari Z (2012). SMS vocabulary learning: A tool to promote reading comprehension in L2. International Journal of Linguistics 4(4): 275–278. doi: 10.5296/ijl.v4i4.2318
Alshawi ST, Alhomoud FA (2016). The impact of using Edmodo on Saudi University EFL students’ motivation and teacher-student communication. International Journal of Education 8(4): 105–121. doi: 10.5296/ije.v8i4.10501
Azar AS, Nasiri H (2014). Learners’ attitudes toward the effectiveness of mobile assisted language learning (MALL) in L2 listening comprehension. Procedia–Social and Behavioral Sciences 98: 1836–1843. doi: 10.1016/j.sbspro.2014.03.613
Bahrani T (2011). Speaking fluency: Technology in EFL context or social interaction in ESL context. Studies in Literature and Language 2(2): 162–168. doi: 10.3968/j.sll.1923156320110202.007
Banaji MR, Heiphetz L (2010). Attitudes towards English and ESP learning for university students: The case of school of economics and law in Meknes. In: Fiske ST, Gilbert DT, Lindzey G (editors). Handbook of Social Psychology, 5th ed. John Wiley & Sons. Volume 1. pp. 353–393.
Boonrangsri K, Chuaymankhong D, Rermyindee N, Vongchittpinyo N (2004). The Attitude towards English Language Learning of the Students in Vocational Certificate Level under Curriculum in 2002. A Case Study of Ayutthaya Technical College [Master’s thesis]. Naresuan University.
Brown JD (2005). Testing in Language Programs: A Comprehensive Guide to English Language Assessment. McGraw-Hill College.
Cappiccie A, Desrosiers P (2011). Lessons learned from using Adobe Connect in the social work classroom. Journal of Technology in Human Services 29(4): 296–302. doi: 10.108015228835.2011.638239
Çelikbaş S (2018). The effectiveness of online conversation classes through the use of Adobe Connect live learning program. Journal of Foreign Language Education and Technology 3(1): 130–147.
Dashtestani R (2016). Moving bravely towards mobile learning: Iranian students’ use of mobile devices for learning English as a foreign language. Computer Assisted Language Learning 29(4): 815–832. doi: 10.1080/09588221.2015.1069360
Elekaei A (2022). The use of Adobe Connect in synchronous online teaching. Journal of University Teaching & Learning Practice 19(2): 60–72. doi: 10.53761/1.19.2.5
Ellis RA, Bliuc AM (2019). Exploring new elements of the student approaches to learning framework: The role of online learning technologies in student learning. Active Learning in Higher Education 20(1): 11–24. doi: 10.1177/1469787417721384
Englehart DS (2015). Explorations in online learning using Adobe Connect. International Journal of Learning, Teaching and Educational Research 14(2): 99–110.
Felix U (2003). An orchestrated vision of language learning online. In: Felix U (editor). Language Learning Online: Towards Best Practice. Swets & Zeitlinger. pp. 7–20.
Harper AL (2010). Social networking with Edmodo: Let your digital footprints lead the way. Kentucky English Bulletin 59(2): 19–21.
Hassan A (2014). The effect of using task-based learning in teaching English on the oral performance of secondary school students. International Interdisciplinary Journal of Education 3(2): 250–264. doi: 10.12816/0003003
Hosseinpour N, Biria R, Rezvani E (2019). Promoting academic writing proficiency of Iranian EFL learners through blended learning. Turkish Online Journal of Distance Education 20(4): 99–116. doi: 10.17718tojde.640525
Janfeshan K, Janfeshan MM, De Araújo (2021). The effect of otus social educational network on English achievement and attitudes of Iranian high school EFL learners. Cogent Arts & Humanities 8(1): 1895464. doi: 10.1080/23311983.2021.1895464
John E, Yunus MM (2021). A systematic review of social media Integration to teach speaking. Sustainability 13(16): 9047. doi: 10.3390/su13169047
Liaw SS, Haung HM (2011). A study of investigating learners’ attitudes toward e-learning. In: Proceedings of the 2011 5th International Conference on Distance Learning and Education (ICDLE2011); 16–18 September 2011; Singapore. Volume 12. pp. 28–32.
Lopez MDCB, Ortiz ME, Allen C (2015). Using mobile devices and the Adobe Connect web conferencing tool in the assessment of EFL student teacher performance. In: Helm F, Bradley L, Guarda M, Thouësny S (editors). Critical CALL, Proceedings of the 2015 EUROCALL Conference; 26–26 August 2015; Padova, Italy. Research-publishing. pp. 77–83.
Ma’azi H, Janfeshan K (2018). The effect of Edmodo social learning network on Iranian EFL learners writing skill. Cogent Education 5(1): 1536312. doi: 10.1080/2331186X.2018.1536312
Manca S, Ranieri M (2017). Exploring digital scholarship: A study on use of social media for scholarly communication among Italian academics. In: Esposito A (editor). Research 2.0 and the Impact of Digital Technologies on Scholarly Inquiry. IGI Global. pp. 116–141.
Mardiah H (2020). The use of e-learning to teach English in the time of the Covid-19 pandemic. English Teaching and Linguistic Journal 1(2): 44–55. doi: 10.30596/etlij.v1i2.4894
McLoughlin C, Lee MJW (2010). Personalized and self-regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology 26(3): 28–43. doi: 10.14742/ajet.1100
Mostafavi F, Vahdany F (2016). The effect of explicit affective strategy training on Iranian EFL learners’ oral language proficiency and anxiety reduction. Advances in Language and Literacy Studies 7(4): 197–210. doi: 10.7575/aiac.alls.v.7n.4p.197
Namaziandost E, Esfahani FR, Nasri M, Mirshekaran R (2018). The effect of gallery walk technique on pre-intermediate EFL learners’ speaking skill. Language Teaching Research Quarterly 8: 1–15.
Nowicka A, Wilczyn’ska W (2011). Authenticity in oral communication of instructed L2 learners. In: Pawlak M, Waniek-Klimczak E, Majer J (editors). Speaking and Instructed Foreign Language Acquisition. Multilingual Matters. pp. 24–42.
Peterson J (2021). Speaking ability progress of language learners in online and face-to-face courses. March Foreign Language Annals 54(1):27–49. doi: 10.1111/flan.12511
Pouria F, Zamani Behabadi T (2023). The impact of Adobe Connect vs. Shaad applications as communicative software on EFL learners’ vocabulary knowledge. Journal of Business, Communication & Technology 2(1): 74–84. doi: 10.56632/bct.2023.2107
Rahimi M, Yadollahi S (2011). Computer anxiety and ICT integration in English classes among Iranian EFL teachers. Procedia Computer Science 3: 203–209. doi: 10.1016/j.procs.2010.12.034
Rahimy R, Safarpour S (2012). The effect of using role-play on Iranian EFL learners’ speaking ability. Asian Journal of Social Sciences & Humanities 1(3): 50–59.
Reushle SE (2006). A framework for designing higher education e-learning environments. In: Proceedings of the E-Learn 2006 World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education; 13–17 October; Honolulu, Hawaii.
Seljan S, Berger N, Dovedan Z (2004). Computer-assisted language learning (CALL). In: Proceedings of the 27th International Convention MIPRO; 24–28 May 2004; Opatija, Republic of Croatia. pp. 262–266.
Smith E, Lye P, Greatrex B, et al. (2013). Enriching learning for first year chemistry students: Introduction of Adobe Connect. European Journal of Open, Distance and E-Learning 16(1): 94–101.
Stickler U, Hauck M (2006). What does it take to teach online? Towards a pedagogy for online language teaching and learning. CALICO Journal 23(3): 463–475. doi: 10.1558/cj.v23i3.463-475
Suzanzan R, Bagheri MS (2017). The Impact of Technology-Assisted Instruction (Hybrid Learning) on Iranian EFL Students’ Oral/Aural Skills [PhD thesis]. Islamic Azad University, Shiraz, Iran; Unpublished work.
Tabatabaei O, Afzali M, Mehrabi M (2015). The effect of collaborative work on improving speaking ability and decreasing stress of Iranian EFL learners. Mediterranean Journal of Social Sciences 6(4): 274–280. doi: 10.5901/mjss.2015.v6n4s1p274
Tehrani NS, Tabatabaei O (2012). The impact of blended online learning on Iranian EFL learners’ vocabulary achievement. International Electronic Journal for the Teachers of English 2(5): 73–88.
Timpe-Laughlin V, Sydorenko T, Daurio P (2022). Using spoken dialogue technology for L2 speaking practice: What do teachers think? Computer Assisted Language Learning 35(5–6): 1194–1217. doi: 10.1080/09588221.2020.1774904
Trust T (2012). Professional learning networks designed for teacher learning. Journal of Digital Learning in Teacher Education 28(4): 133–138. doi: 10.1080/21532974.2012.10784693
Tumsaduak B (2014). An English Oral Presentation Skills Enhancement E-Learning Model for Thai Registered Psychiatric Nurses [Master’s thesis]. Suranaree University of Technology.
Wu JG, Miller L (2020). Improving English learners’ speaking through mobile-assisted peer feedback. RELC Journal 51(1): 168–178. doi: 10.1177/0033688219895335
Yulia H (2020). Online learning to prevent the spread of pandemic corona virus in Indonesia. English Teaching Journal 11(1): 48–56. doi: 10.26877/eternal.v11i1.6068
Copyright © 2023 Kamran Janfeshan
This is an open access article under the Creative Commons Attribution 4.0 International License.
