The effect of Edmodo social learning network on Iranian EFL … · Edmodo social learning network had significant effects on Iranian intermediate English as a foreign language (EFL)

INFORMATION amp COMMUNICATIONS TECHNOLOGY IN EDUCATION |RESEARCH ARTICLE

The effect of Edmodo social learning network onIranian EFL learners writing skillHalaleh Marsquoazi1 and Kamran Janfeshan1

Abstract The primary purpose of this study was to explore the effect of Edmodosocial learning network on Iranian learnersrsquo writing skill It also attempted to findout studentsrsquo attitudes toward Edmodo Forty participants were randomly dividedinto two experimental and control groups For both groups at first a test of writingas a pre-test was run to check homogeneity and for later comparisons Participantsin the control group had a normal class of writing compositions In the experimentalgroup the learners practiced using Edmodo application The treatment for eachgroup lasted for 10 sessions In the final session the teacher gave the same topic tolearners of two groups and asked them to write sentences and short paragraphsFinally participants were assessed for their attitudes toward application of Edmodousing a Likert-type questionnaire The collected data from pre-tests post-tests andquestionnaire were analyzed using SPSS It was found out that application ofEdmodo social learning network had significant effects on Iranian intermediateEnglish as a foreign language (EFL) learnersrsquo writing skill The findings also indicatedthat students had positive attitudes toward the application of Edmodo social net-work in classroom Results can bring about pedagogical implications for IranianEnglish language teachers

Kamran Janfeshan

ABOUT THE AUTHORSHalaleh Marsquoazi is an MA student in the field ofTEFL Her main areas of interests are researchand teaching methodology She has more than15 yearsrsquo experience in teaching English toIranian students

Dr Kamran Janfeshan is an Assistant Professorand full-time faculty member in the Departmentof English Kermanshah Branch Islamic AzadUniversity Kermanshah Iran He obtained his MAin Applied Linguistics from Tehran University forTeacher Education Iran in 1995 His MA super-visor was Professor Hossein Farhady He obtainedhis PhD in TEFL from the University of Pune Indiain 2009 His main research interests are languageteaching methodology Computer-Assisted lan-guage learning (CALL) and material develop-ments He teaches teaching language skillspractical teaching and test development coursesat post-graduate level

PUBLIC INTEREST STATEMENTSocial networks penetrated in every aspect ofeducation and particularly in foreign languageteaching Since learners enjoy playing with theirdigital devices why English teachers do not usethis opportunity to integrate online and networkapplication in teaching environment Teacherscan expand their roles everywhere and anytimeEdmodo is one of these applications It providesdifferent facilities to learners The principal goalof this study is to explore the effect of Edmodosocial network on Iranian learnersrsquo writing skill Italso attempted to find out studentsrsquo attitudestoward Edmodo in language learning FortyIranian intermediate EFL students participated inthis study Twenty learners were taught usingtraditional method and 20 children were taughtusing Edmodo Findings showed the writingEdmodo group was more significant The resultsalso indicated that students had positive atti-tudes toward Edmodo The results of thisresearch are significant in introducing socialnetwork in teaching English language

Marsquoazi amp Janfeshan Cogent Education (2018) 5 1536312httpsdoiorg1010802331186X20181536312

copy 2018 The Author(s) This open access article is distributed under a Creative CommonsAttribution (CC-BY) 40 license

Received 19 August 2018Accepted 11 October 2018First Published 13 October 2018

Corresponding author KamranJanfeshan English LanguageTeaching Department KermanshahBranch Islamic Azad UniversityKermanshah IranE-mail drkjanfeshangmailcomDrkjanfeshaniaukshacir

Reviewing editorShuyan Wang Instrcution TheUniversity of Southern MississippiUSA

Additional information is available atthe end of the article

Page 1 of 17

Subjects Teaching Assistants Classroom Practice Language Teaching amp Learning

Keywords attitude Edmodo Iranian EFL learners social network writing skill

1 IntroductionWriting ability is a significant part of communication Akkaya and Kirmiz (2010) stated that writing isthe expression of feelings thoughts desires and plans in black andwhite In the teaching and learningprocesses writing has an important role through which students can be evaluated It is assumed asthe most complex among four major skills ie listening speaking reading and writing Jahin andIdrees (2012) believe that since every learner should have a balance among various aspects in hisherwriting like purpose content audience organization vocabulary mechanics etc writing is consid-ered complex for both native and non-native students Along the same line of thought Salma (2015)said that since English is considered as a foreign language in EFL context then writing skill becomesmost challenging activity to the students

With the invention of classroom instruments based on Web a throng of new facilities on how to applyonline technologies such as social networks for successful learning has gotten researchers exploring thebest way to capitalize on these instruments Many studies are run in the areas of using social networkssuch as Facebook and Twitter as tools of teaching and learning languages Another coming social networkparticularly for teaching and learning is Edmodo Being familiar with the popularity of Social NetworkingSites (SNSs) among learners teachers began to utilize their instruction with SNSs to primarily developlearnerrsquos learning autonomy attitude andmotivation Some studies focusing the application of SNSs withteaching indicated that SNSs can make better learnersrsquo general learning performance and strengthentheir motivation for learning SNS is considered as a platform which makes an easy way to interact withother people share taught and ideas and collect feedback in a fluid way According to BalasubramanianaJaykumar and Fukey (2014) this element of connection is the major difference between SNSs andtraditionalmedia During the last decadesmanyonline programsweredesigned tohelp language learnersto learn languagemore effectively As stated above one of the recent available online tools for teachers isEdmodo which is the main focus in this study Edmodo is an online social networking website and asmartphone application that is designed for both teachers and students Edmodo gives this opportunity toteachers to communicate with their students share materials and monitor studentsrsquo progress Thepresent study attempts to examine the effect of Edmodo social learning network on Iranian learnersrsquowriting skill It also attempted to find out studentsrsquo attitudes toward Edmodo

In accordance with this purpose the following questions were sought

(1) Does the application of Edmodo social learning network influence on Iranian intermediateEFL learnersrsquo writing skill

(2) What are Iranian intermediate EFL learnersrsquo attitudes toward application of Edmodo socialnetwork in classroom to improve their writing skill

2 Literature reviewThe approach of advanced age has changed the way individuals convey in the most recent decadesRichardson and Hessey (2009) asserted that innovation has been coordinated with correspondence tochallenge the way people take up with each other Khany and Monfared (2013) believe that webapplications have affected our life from various perspectives E-learning or learning through web is aby-result of these advances that greatly affected training and thusly language learning

Up to now researches in second language learning have not given careful consideration to thelearners as a social being (Holliday 1994 Norton amp Toohey 2003) A noteworthy group of writinghas created concerning learners exclusively concentrating on the systems they use to learnlanguage both inside and outside the classroom with less consideration regarding the setting oftheir learning (Oxford 1990 Oxford amp Ehrman 1995)


Page 2 of 17

According to Conole and Culver (2009) web advances offer ldquonumerous opportunities to createinnovative engaging and pedagogically effective learning opportunitiesrdquo Web with its all-inclusiveelements has enhanced language learning The English learners unmistakably support electronichotspots for language learning learning language through online advances can expand theengagement participation and inspiration of English students (Palfreyman 2006) and in additionallowing them to express their own inclinations develop their own particular settings and presenttheir characters therefore internet with its universal features has improved language learning(Girgin 2011)

Social webs are among the most recent cases of correspondences innovations that are extre-mely well known among students (Kabilan Ahmad amp ZainolAbidin 2010) and can possibly turninto a profitable asset to bolster their language learning (Roblyer McDaniel Webb Herman ampWitty 2010) Social group webs have various applications they allow each customer to make analtered profile select distinctive customers as buddies send private messages join get-togetherspost and also mark pictures and leave comments on these photographs and moreover on either aget-together or an individualrsquos walls or even make pages for different events There are in likemanner such different outsiders or applications on the casual associations plan like Facebook forinstance entertainments overviews and tests As Roblyer et al (2010) stated one part of casualassociations that makes them a potentially exceptional instrument for language learning is thatthey work essentially as particular gadgets There are additionally such a variety of outsiders orapplications on the informal organizations stage like Facebook for example amusements surveysand tests One component of interpersonal organizations that makes them a conceivably capableapparatus for language learning is that they work essentially as specialized devices (Roblyer et al2010) As Bakhtin (1981) refers language is ldquoimmersed in a social and cultural context and itscentral function is to serve as a medium of communicationrdquo (cited in Khany amp Monfared 2013)

One of the newly educational social networks which draws the attention of educationalresearchers is Edmodo Edmodo is an open and secure learning stage outlined by Jeff Orsquo Haraand Nick Borg in 2008 for instructors students parents schools and regions The site gives a basicapproach to instructors and students in an online class to associate and work togetherWitherspoon (2011) stated that Edmodo can be viewed as Learning Management System (LMS)which can encourage educators to set up and deal with their online classes effectively Mills andChandra (2011) discuss that Edmodo enables learners to interact with each other closely andcontributes to improving a positive classroom community Namely studentsrsquo connections onEdmodo can be considered as a use of the notion of a Community of Practices (CP) Wenger andWenger (2015) defines CPs as ldquogroups of people who share a concern or a passion for somethingthey do and learn how to do it better as they interact regularlyrdquo (p 12)

Numerous studies have been conducted to investigate the effect of utilizing technology ineducational context (eg Eren 2012 Lin and Yang (2011) Montero-Fleta and Sabaterpresent2014 Yang 2008) with additional studies on the use of Edmodo in English classes (Thongmak(2013) Balasubramaniana et al (2014) Janpho Chaeturat and Multa (2015) Kongchan (2015) Al-Said (2015) Okumura amp Bronson 2016) The results of these studies confirmed that the use ofEdmodo in language learning was very important

3 Method

31 ParticipantsAll participants of the present study were Iranian intermediate EFL learners The participants were atintermediate level of language proficiency based on their scores on proficiency test According toKafipour Mahmoudi and Khojasteh (2018) the rational for choosing the intermediate Iranian lan-guage learners was that students at this level had already gained a basic knowledge of Englishgrammar and structural rules needed for the performance of writing activities The researchers appliedavailability-sampling procedure to select the participants Forty EFL learners were selected among 60


Page 3 of 17

students studying English in 2 English language institutes located in Kermanshah Iran The Oxfordproficiency test as a widely recognized reliable and valid test which has been pre-tested and validatedwas used and those with a score of one standard deviation above and below the mean were selectedConsequently 20 EFL learners randomly were assigned to the control group in a similar manner 20EFL learners were assigned to the treatment group Accordingly the research sample included 40 EFLlearners Hence two classes were randomly assigned as experimental and control groups The parti-cipantsrsquomean age was between 21 and 28 Persian was the first language of learners and English wasthe foreign language for all the participants They were both male and femaleThe number of Englishclasses taught per week was two sessions and the duration of each class was 1 h and 30 min

32 InstrumentsThe main instruments of the present research were as follows

321 A proficiency testIn the present research at first a proficiency test was used to determine the proficiency levels ofthe students Forty learners at the intermediate level of language proficiency were selected basedon their scores The proficiency test consisted of 60 questions and the learners whose scores werebetween 40 and 50 were considered as intermediate learners The Oxford Online Placement testwas used as a widely recognized reliable and valid test which has been pre-tested and validated

322 Composition writingThe second instrument was composition writing All learners in experimental and controlgroups were asked to write on a particular topic They were given 1 h to write compositionsbefore and after the treatment They were pre and post-tests The performances of learners ontheir pre and post-tests were compared to investigate the effectiveness of treatments for eachgroup Before the administration of these two types of tests five EFL professors scrutinized theinstruments of the study to ensure that there were no problems with the test and approve theirvalidity Moreover the researchers applied Cronbachrsquos alpha coefficient to test the reliability ofthe instruments

An attitude questionnaire In order to explore the learnersrsquo attitudes toward application ofEdmodo social network in English classrooms a questionnaire was used It consisted of a 20-item 5-point Likert scale measuring 5 for ldquoStrongly agreerdquo 4 for ldquoAgreerdquo 3 for ldquoNeutralrdquo 2 forldquoDisagreerdquo and 1 for ldquoStrongly disagreerdquo has been developed based on Al Saidrsquos (2015) study Infact the English questionnaire of Al Saidrsquos study was used in the present study without anychanges on it To collect accurate data the simplicity and complexity of the questionnaire wasexamined In addition to validity the questionnaire was subjected to pilot test and the Cronbachrsquosalpha index of reliability was found 090

Edmodo The last instrument of the present study was Edmodo Edmodo which is accessible atwwwedmodocom was perceived by the American Association of School Librarians in 2011 as oneof the main 25 websites that encourages the characteristics of technology inventiveness dynamicsupport and joint effort (Habley 2011) in the classification entitled ldquoSocial Networking andCommunicationrdquo (Flanigan 2011) Edmodo has more than 65 million clients and host onlinemeetings called Edmodocon with a huge number of participants (Balasubramanian Jaykumar Vamp Fukey 2014) There are a few components of Edmodo free social network as takes after first ofall teachers and students can team up in a safe shut environment then a message board permitssafe and free correspondence that can be observed and controlled by the educator Moreoverteachers can post homework and evaluations that are electronically submitted and consequentlyreviewed Besides teachers and students can store and share reports and records in a wideassortment of organizations in a relaxing environment Thus this Folder-sharing permits instruc-tors to share all contents for specific units of study with select groups or all students Students canimmediately get their records 247 through their easy to reach ldquoLibraryrdquo


Page 4 of 17

33 ProcedureThe aim of the present research was to examine the effect of Edmodo social learning networkon Iranian intermediate EFL learners writing ability The main instruments of the presentresearch were proficiency test composition writing questionnaire and Edmodo To collect therequired data for answering the research questions the following procedure was done Atfirst language proficiency test was run to select 40 participants at the intermediate level oflanguage proficiency Then participants were randomly divided into experimental and controlgroups Both control and experimental groups had the same teacher who was the researcherof the present study In addition to this the materials taught for two groups were the same(lessons 7 8 and 9 of American English File 2 textbook) For both groups at first a test ofwriting as a pre-test was run to check homogeneity and for later comparisons Participants inthe control group had a normal class of writing compositions in which topics were introducedby teacher and learners had writing compositions in a limited time In the experimentalgroup Computer assisted language learning (CALL) approach was used in which the learnersfallen under the Edmodo users The features of Edmodo were introduced to the learners inthe experimental group and they were instructed how to use them For instance theresearcher explained in details to the experimental group members how to write sentencesand paragraphs and reply to a post how to participate in a quiz how to submit their writingand how to communicate with the member of the group via Edmodo In fact Edmodo wasused for providing resources rehearsing activities presenting support and performing evalua-tion along with usual writing classrooms Hence in the experimental group teacher createdand managed accounts and allowed the learners to receive the group code and register inthe group This helped students access and join the group Teacher and students in theexperimental group connected and collaborated on their writing compositions in a simpleway In fact Edmodo social network was applied due to the needs of learners on how theycollaborate on written productions During the treatment learners were asked to composeone paragraph writing on Edmodo following the writing process taught in the class Thusstudents shared content and received their teacher and classmates feedbacks on theirwritings each session In fact learners could observe their fellow classmatesrsquo written produc-tions and correct them This part was called peer reviews and critiques Students post theirwork to the group for peer review and feedback then students had to write their commentsabout their classmate composition and post their comments Consequently students wroteindependently and provide feedback collaboratively Another activity which students had todo using Edmodo was to prepare and write their composition with each other They commu-nicate their writing via Edmodo to each other before presenting it to all class groups In thisway they share their sentences and gave feedback to each other Another integration ofEdmodo in the class was the presentation of the main topics of the lessons and importantpoints through Edmodo Each session after the class the important points were uploaded andstudents had to read it and the following day take part in the quizzes Edmodo quiz builderwas utilized to assess studentsrsquo writing after a unit of study Students had direct andconstant access to not only teacherrsquos instruction but also they were able to read otherstudentsrsquo paragraphs and did not commit the same mistakes The treatment for each grouplasted for 10 sessions In the final session the teacher gave the same topic to learners of twogroups and asked them to write This was their post-test Then the teacher compared thescores of the pre and post-tests of the experimental group to consider the effects of usingEdmodo social network on writing improvement of EFL learners Then the post tests of twogroups of control and experimental were compared in order to find out if there was anysignificant difference between two groups regarding their writing achievement Finally inorder to explore the learnersrsquo attitudes toward application of Edmodo social network inEnglish classrooms a questionnaire with a 5-point Likert scale was distributed to the stu-dentrsquos using Google drive The questionnaire was based on Al-Saidrsquos (2015) study It was usedas a reliable and valid test as its reliability was reported by the researcher in his study Thecollected data were analyzed using SPSS software


Page 5 of 17

4 FindingsIn order to select the participants at the intermediate level of language proficiency alllearners were asked to take part in a proficiency test (Oxford Placement Test) The proficiencytest consisted of 60 multiple choice questions and each question had one score Fortyparticipants who were at the intermediate level of language proficiency were selectedbased on their scores (between 40 and 50) for the present study Then participants weredivided into two groups of control and experimental randomly Table 1 indicates the descrip-tive statistics including mean and standard deviation on control and experimental groupsrsquoscores obtained from proficiency test

According to Table 1 the mean scores of two groups of participants were approximately thesame and there was not a significant difference between them In order to be assured about thisresult an independent sample t-test was run Table 2 shows the results of the independent samplet-test for the learnersrsquo performances on proficiency test

According to the results of Table 2 the difference between two groups of control and experi-mental on proficiency test was not significant as Sig gt 005

41 Addressing the first research questionThe first research question was Does the application of Edmodo social learning network influenceon Iranian intermediate EFL learnersrsquo writing skill To find a proper answer for the first researchquestion it was needed to compare the pre-test scores of the control and experimental groupswho experienced the normal class of writing compositions and social network of Edmodo in theirEnglish classes respectively Table 3 indicates the descriptive statistics of the control and experi-mental groupsrsquo performances on their pre-tests

According to Table 3 the mean scores of the control and experimental groupsrsquo pre-tests werethe same and there was not a difference between them In order to be assured that there was nota significant difference between them an independent sample t-test was conducted Table 4shows the results of the independent sample t-test for the control and experimental groupsrsquoperformances on their pre-tests

As Table 4 indicates there was not a significant difference between two groups of participantsregarding their performances on their pre-tests as Sig gt 005 (t (38) = minus787 p = 488)

In the next stage the researcher compared the post-test scores of the control and experi-mental groups Learners in the control group had a normal class of writing compositions and inthe experimental group the learners experienced CALL approach in which they fallen under theEdmodo users Table 5 indicates the descriptive statistics of the post-test scores of two groups ofparticipants

According to Table 5 the mean scores of the experimental (1770) and control (1645) groupswere not the same and there was a difference between them In order to see if this difference wasstatistically significant or not an independent sample t-test was conducted (Table 6)

Table 1 The results of the descriptive statistics on the control and experimental groupsrsquoperformances on proficiency test

Group N Mean Std deviation Std errormean

PlacementTest

Control 20 4340 1142 255

Experiment 20 4405 1050 235


Page 6 of 17

Table2

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theproficienc

ytest

Leve

nersquos

test

foreq

uality

ofva

rian

ces

t-Te

stforeq

ualityof

mea

ns

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ce95

co

nfiden

ceinterval

ofthedifferen

ce

Lower

Upp

erEq

ualv

arianc

esas

sumed

644

427

minus187

338

069

minus650

347

minus135

2052

Equa

lvarianc

esno

tas

sumed

minus187

337

733

069

minus650

347

minus135

3053


Page 7 of 17

As Table 6 indicates there was a significant difference between two groups of learners dueto their writing achievement as the value of significant level was smaller than 005Sig lt 005 (t (38) = minus2332 p = 478)

42 Addressing the second research questionThe second research question was What are Iranian intermediate EFL learnersrsquo attitudes towardapplication of Edmodo social network in classroom to improve their writing skill

In order to explore the learnersrsquo attitudes toward application of Edmodo social network inEnglish classrooms a questionnaire with a 5-point Likert scale asking the effectiveness ofEdmodo was distributed to the studentrsquos using Google drive at the end of the experiment Aftergathering the required data the frequency and percentage for each question was computed andthen the collected data were analyzed using SPSS software Table 7 shows the frequency andpercentage of learnersrsquo answers in experimental group for each question

According to Table 7 learners had positive attitudes toward the application of the social networkas they strongly agreed or agreed on the effects of social network in each question In order to seeif the obtained frequencies were statistically significant or not Chi-Square test was run Table 8illustrates the results of the test for the second research question

According to Table 8 the significant level was smaller than 005 (Sig lt 005) and the degree offreedom (df) was 76 In fact the results of Chi-square Pearson as one of the statistics factors aresignificant with a df of 76 Chi-square test is one of the non-parametric tests which were used toevaluate nominal variables in the present study This result confirms that Iranian intermediate EFLlearners have positive attitudes toward application of Edmodo social network in classroom toimprove their writing skill

5 DiscussionWriting skill is an important part of the language ability and it is linked closely with other languageskills Although it has a significant role it is observed that writing is a neglected factor in theeducational programs for language teaching in Iran Thus the primary purpose of this study was toexplore the effects of Edmodo social learning network application on Iranian intermediate EFLlearnersrsquo writing skill It also attempted to find out studentsrsquo attitudes toward the application ofEdmodo social network in classroom to improve their writing skill The pre- and post-testsrsquo meanscores of the learners in experimental group were compared through implementing a pairedsample t-test to determine if the difference between the means was statistically significant ornot The comparison showed that learners in their post-tests outperformed than their protests andthe difference between the performances on the pre- and post-tests were statistically significantIn addition independent sample t-test was run to determine if the difference between the post-testsrsquo mean scores of the control and experimental groups was statistically significant or not Thecomparison showed that the experimental grouprsquos mean score was significantly higher than thatof the control group The findings of the first research question indicated that application ofEdmodo social network had positive effects on Iranian intermediate EFL learnersrsquo writing skillThe findings also indicated that students had positive attitudes toward the application of Edmodosocial network in classroom

Table 3 The results of the descriptive statistics on the control and experimental groupsrsquoperformances on their pre-tests


Pre-test Control 20 1370 1455 325

Experiment 20 1405 1356 303


Page 8 of 17

Table4

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpre-tests

Leve

nersquos

test

foreq

ualityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Pre-test

Equa

lvarianc

esas

sumed

490

488

minus787

38436

minus350

445

minus125

0550

Equa

lvarianc

esno

tas

sumed

minus787

37815

436

minus350

445

minus125

0550


Page 9 of 17

The findings of this study are in line with the findings of the previous studies on theeffectiveness of using social educational networking in teaching English For instance thefindings were in line with the Janpho Chaeturat and Multarsquos (2015) study Their study was tocompare the writing skill before and after applying Edmodo Sample of this research was 25high school learners who were selected through a cluster random sampling This research wasone group pre-testndashpost-test design The results of the study indicated that learnersrsquo writingskill enhanced after applying Edmodo The findings are also supported by the Rathsrsquo (2013)expressions He asserted that Edmodo gives learners more opportunity to write in their profilethat they are hands-on or visual students and that gives instructors a better opinion of how towork with them He added that Edmodo has been a great instrument for instructors tocollaborate with each other and share lesson plans and best exercises Additionally learnersare able to interact with information from any supported resources contained in Edmodo inwhich they have freedom to encounter with the information Thus it motivates learners tohave more enthusiasm for learning the target language through Edmodo Therefore learningthrough Edmodo can enhance English writing skill and increase learnersrsquo attitude The findingsof the present study were also in line with the Yangrsquos (2008) study In his study he expressedthat as learnersrsquo online diary social networks such as blog can be applied to teach writing andinstructor could ask learners who apply blog to post their composition writings regularly Theycan select their best composition writings per terms each composition should contain all theprocesses of writing from construct to edit

The findings of the second research question indicated that Iranian intermediate EFL learnershad positive attitudes toward application of Edmodo social network in classroom to improve theirwriting skill Thus the findings of the present study were in line with the Piriyasilparsquos (2010) studyHe carried out a study on the effects of use of social network as part of the classroom Sheinvestigated the learnersrsquo attitudes about this activity and their use of language in their commu-nication Furthermore the findings were also supported by the Kongchanrsquos (2012) study The datafrom the questionnaire indicated that the learners strongly agreed that they could utilize allfunctions of Edmodo quickly and easily They also strongly agreed that the website never failedIn addition the learners strongly agreed that they liked and enjoyed applying Edmodo featuressuch as doing quizzes submitting their work getting feedback from the instructor reviewing thelessons posted by the instructor posting their work to class studying the work posted by theirclassmates and voting for the best work of their classmates

6 ConclusionThe findings of the current study revealed that EFL learnersrsquo writing improved significantly byusing Edmodo educational network Results indicated that although the learners in the tradi-tional group had an acceptable improvement and they were able to write better but theimprovement was more significant in the experimental group These higher scores could beattributed to presenting Edmodo which improved EFL learnersrsquo performance in writing consid-erably EFL learners in the experimental group revealed to spell the words more accuratelywrite more grammatical sentences Moreover the results indicated that not only Edmodo wasuseful but also it can save the time Then it can be concluded that application of Edmodo hadsignificant effect on the correct writing for the EFL learners The main reason to success for the

Table 5 The results of the descriptive statistics on the control and experimental groupsrsquoperformances on their post-tests


Post-test Control 20 1645 1731 387

Experiment 20 1770 1658 371


Page 10 of 17

Table6

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpo

st-tes

ts

Leve

nersquos

test

for

equa

lityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Post

Test

Equa

lvarianc

esas

sumed

512

478

minus233

238

025

minus125

0536

minus233

5minus165

Equa

lvarianc

esno

tas

sumed

minus233

237

928

025

minus125

0536

minus233

5minus165


Page 11 of 17

Table7

Thefreq

uenc

yan

dpe

rcen

tage

oflearne

rsrsquoan

swersforea

chqu

estion

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

Que

stion

q1Co

unt

03

16

1020

with

inQue

stion

00

150

50

300

500

1000

q2Co

unt

23

08

720

with

inQue

stion

100

150

00

400

350

1000

q3Co

unt

20

27

920

with

inQue

stion

100

00

100

350

450

1000

q4Co

unt

41

04

1120

with

inQue

stion

200

50

00

200

550

1000

q5Co

unt

21

38

620

with

inQue

stion

100

50

150

400

300

1000

q6Co

unt

30

012

520

with

inQue

stion

150

00

00

600

250

1000

q7Co

unt

12

28

720

with

inQue

stion

50

100

100

400

350

1000

q8Co

unt

41

45

620

with

inQue

stion

200

50

200

250

300

1000

q9Co

unt

31

09

720

with

inQue

stion

150

50

00

450

350

1000

q10

Coun

t0

40

124

20

with

inQue

stion

00

200

00

600

200

1000

q11

Coun

t1

12

610

20

with

inQue

stion

50

50

100

300

500

1000

q12

Coun

t0

24

113

20

with

inQue

stion

00

100

200

50

650

1000 (Con

tinue

d)


Page 12 of 17

Table7

(Co

ntinue

d)

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

q13

Coun

t4

12

94

20

with

inQue

stion

200

50

100

450

200

1000

q14

Coun

t2

20

511

20

with

inQue

stion

100

100

00

250

550

1000

q15

Coun

t0

33

77

20

with

inQue

stion

00

150

150

350

350

1000

q16

Coun

t1

20

314

20

with

inQue

stion

50

100

00

150

700

1000

q17

Coun

t2

03

69

20

with

inQue

stion

100

00

150

300

450

1000

q18

Coun

t2

21

105

20

with

inQue

stion

100

100

50

500

250

1000

q19

Coun

t5

32

64

20

with

inQue

stion

250

150

100

300

200

1000

q20

Coun

t1

20

213

18

with

inQue

stion

56

111

00

111

722

1000

Total

Coun

t39

3429

134

162

398

with

inQue

stion

98

85

73

337

407

1000


Page 13 of 17

learners in this study appeared to be their independent to time and place and teacher avail-ability outside of the class

The findings offer that Edmodo can be very helpful as an educational instrument Learnersrsquoattitudes toward such an activity were mostly positive Learners welcomed applying social net-working site as a supplementary to the curriculum Most learners indicated that they lovedspending time on Edmodo as a beneficial instrument for enhancing their writing skill There aremany computer-based language programs but learners expect something more professional andmay not view these programs as interactive experiences (Mazer Murphy amp Simonds 2007)

Based on the results of the study most students in experimental group were enthusiastic aboutwriting in English and actively posted their sentences and paragraphs written by themselves online to the teacher Moreover the students were eager to modify their mistakes Conversely manystudents in the control group avoided the discussions and were embarrassed to show their writtensentences because they had some grammatical errors According to the attitude questionnaireresults it is confirmed that the students in the experimental group had greater attitude in learningEnglish as a foreign language after utilization of Edmodo than those in the control group Theability of writing sentences in the experimental group is better than the control group Hence thetreatment of using Edmodo can improve students writing skills as well as enhance their attitude inlearning English The implication of the findings is that the attitudes of students can be applied inlearning English to map their educational achievement Therefore it is important for scholars andacademicians to continue focusing on different ways in order to improve the attitudes of studentstoward learning a language through utilizing social educational networks

In sum the networks can be applied as an extension of a physical classroom to assist learnersstay in touch with their instructors while the teachers and educational institutions to update theirknowledge and learning methodologies as well as enhancing collaborative working (Arroyo 2011)The social networking can benefit the learners who are shy and do not participate in class cancommunicate with their teachers and fellow classmates (Miller 2011) The results of the currentstudy suggest that English language policymakers in Iran can concentrate on certain onlineinstruction around students learning English language Regarding the limitations of computerbased programs such an activity can be a good alternative to enhance language skills This activityis also beneficial for breaking ice with learners (Eren 2012) Although there is not much researchconsidering the academic application of Edmodo educators are becoming aware of the possibi-lities for reaching learners with learning materials through social networks (Bosch 2009)

7 Pedagogical implicationsIn light of the findings of the present study we may find some useful pedagogical implicationsfor teachers educators and learners For example it is suggested that teachers employ thisparticular and effective social network in their writing courses and make their courses muchmore active and fruitful As the results of the study shows there is an interest on application ofEdmodo as a social network among the EFL learners then instructors who would like to applyEdmodo are offered to shift their classrooms based on conventional methods into current

Table 8 The results of the Chi-square test for the learnersrsquo attitudes toward the application ofsocial network in English classroom

Value df Asymp Sig (2-sided)

Pearson Chi-square 111749a 76 005

Likelihood ratio 130434 76 000

Linear-by-Linear association 025 1 875

N of valid cases 398


Page 14 of 17

scenario Instructors have to think of applying the Edmodo social network as a reference toconduct and make a responsible learning environment to the learners Considering the constantgrowth of social networks Edmodo become a phenomenon that captures the EFL learners ofcurrent generation because most of the learners believe that it is very user-friendly Educatorsshould pay more attention to an English teaching language curriculum that incorporatesdifferent types Therefore the application of Edmodo by educators as a social network for thelearners could become a powerful instrument that extends the environment of responsiblelearning beyond the classroom context It is highly recommended that English language tea-cher preparation programs in Iran for teaching English is equipped with social networkingapplication to enhance developing writing skills Consequently the findings of this study willalso have practical implications in syllabus design testing and EFL research Educators shouldpay more attention to an English teaching language curriculum that incorporates differenttypes of social educational network to improve students writing mistakes and using Edmodoto learners should be given more priority Furthermore it is recommended to examine theeffects of social networks especially Edmodo related to other language skills (listening speak-ing and reading)

FundingThe authors received no direct funding for this research

Author detailsHalaleh Marsquoazi1

E-mail halaleh1990moazigmailcomKamran Janfeshan1

E-mail drkjanfeshangmailcomE-mail Drkjanfeshaniaukshacir1 English Language Department Kermanshah BranchIslamic Azad University Kermanshah Iran

Citation informationCite this article as The effect of Edmodo social learningnetwork on Iranian EFL learners writing skill HalalehMarsquoazi amp Kamran Janfeshan Cogent Education (2018) 51536312

ReferencesAkkaya N amp Kirmiz F S (2010) Relationship between

attitudes to reading and time allotted to writing inprimary education Procedia Social and BehavioralSciences 2 4742ndash4746 doi101016jsbspro201003761

Al-Said K M (2015) Studentsrsquo perceptions of Edmodoand mobile learning and their real barriers towardsthem TOJET the Turkish Online Journal ofEducational Technology 14(2) 167ndash180

Arroyo C G (2011) On-line social networks Innovativeways towards the boost of collaborative languagelearning Retrieved September 9 2016 from httpwwwpixelonline netICT4LL2011commondownloadpaper_pdfCLL16-428-FP-Gonzalez-ICT4LL2011pdf

Bakhtin M (1981) Discourse in the novel In M Holquist(Ed) The dialogic imagination (pp 269-422) AustinTX University of Texas Press

Balasubramaniana K Jaykumar V amp Fukey L N (2014)A study on ldquostudent preference towards the use ofEdmodo as a learning platform to create responsiblelearning environmentrdquo Procardia - Social andBehavioral Sciences 144 416ndash422 doi101016jsbspro201407311

Bosch T E (2009) Using online social networking forteaching and learning Facebook use at theUniversity of Cape Town Commonicatio 35(2) 185ndash200 doi10108002500160903250648

Conole G amp Culver J (2009) Cloud works Applyingsocial networking practice for the exchange of

learning and teaching ideas and designs In R Khanyamp M Monfared (2013)Using social networks in lan-guage learning in Iran International Journal ofLanguage Learning and Applied Linguistics World 4(2) 261ndash274

Eren O (2012) Studentsrsquo attitudes towards using socialnetworking in foreign language classes A Facebookexample International Journal of Business and SocialScience 3(20) 288ndash294

Flanigan R (2011) Professional learning networks takingoff Education Week Retrieved December 13 2016from httpwwwedweekorgewarticles2011102609edtechnetworkh31htmltkn=NXCFrTi53QRNUP7oI3Dyieu9gskTJyoOc

Girgin E G (2011) A web 20 tool for language teachingwith flash content Procardia Computer Science 3627ndash631 doi101016jprocs201012105

Habley J (2011) AASL announces 2011 best websites forteaching and learning Retrieved June 23 2016 fromhttpamericanlibrariesmagazineornewsalaaasl-announces-2011-best-websites-teaching-and-learning

Holliday A (1994) Appropriate methodology and socialcontext Cambridge Cambridge University Press

Jahin J H amp Idrees M W (2012) EFL major studentteachersrsquo writing proficiency and attitudes towardslearning English Journal of Taibah University 4(1)12ndash28

Janpho J Chaeturat C amp Multa D (2015) EnhancingEnglish writing skill by using online social networkEdmodo Journal of Education MahasarakhamUniversity 3(4) 707ndash712

Kabilan M K Ahmad N amp ZainolAbidin M J (2010)Facebook An online environment for learning ofEnglish in institutions of higher education Internetand Higher Education 13 179ndash187 doi101016jiheduc201007003

Kafipour R Mahmoudi E amp Khojasteh L (2018) Theeffect of task-based language teaching on analyticwriting in EFL classrooms Cogent Education 5(1)1496627 doi1010802331186X20181496627

Khany R amp Monfared M (2013) Using social networks inlanguage learning in Iran International Journal ofLanguage Learning and Applied Linguistics World 4(2) 261ndash274

Kongchan C (2015) How a non-digital-native teachermakes use of Edmodo Retrieved September 9 2016from conferencepixel-onlinenet pdf90-IBT18-FP-Kongchan-ICT2012


Page 15 of 17

Kongchan C (2012) How a non-digital native teachermakes use of Edmodo Retrived from conferencepixel online net 90-IBT18-FP-Kongchan-ICT2012ON 2 MAY 2017

Lin W amp Yang S (2011) Exploring studentsrsquo perceptionsof integrating Wiki technology and peer feedbackinto English writing courses English TeachingPractice and Critique 10(2) 88ndash103

Mazer J P Murphy R E amp Simonds C J (2007) Irsquoll see youon ldquoFacebookrdquo The effects of computer-mediated tea-cher self-disclosure on student motivation affectivelearning and classroom climate CommunicationEducation 56(1) 1ndash17 doi10108003634520601009710

Miller V (2011) Understanding digital culture London SAGEMills K amp Chandra V (2011) Microblogging as a literacy

practice for educational communities Journal ofAdolescent amp Adult Literacy 55(1) 35ndash45

Montero-Fleta B amp Saba Terpresent C (2014) Guiding intertiary education A case study on social networkingand E-learning platforms Retrieved January 1 2017from httpswwwresearchgatenet 272380135_Guiding_in_Tertiary_Ed

Norton B amp Toohey K (2003) Learner autonomy asagency in socio-cultural settings In R Khany amp MMonfared (2013) Using social networks in languagelearning in Iran International Journal of LanguageLearning and Applied Linguistics World 4(2) 261ndash274

Okumura S amp Bronson M (2016)The use of Edmodo toenhance second language learning among Japaneseand American college students Retrieved June 52017 from httpswwwresearchgatenet 308075963_The_Use_of_Edmodo_t

Oxford R (1990) Language learning strategies What everyteacher should know Boston Heinle and Heinle

Oxford R L amp Ehrman M E (1995) Adultsrsquo languagelearning strategies in an intensive foreign languageprogram in the United States System 23 359ndash386doi1010160346-251X(95)00023-D

Palfreyman D (2006) Social context and resources forlanguage learning System 34 352ndash370 doi101016jsystem200605001

Piriyasilpa Y (2010) See you in Facebook The effects ofincorporating online social networking in the lan-guage classroom Journal of Global ManagementResearch 2(3) 15ndash27

Raths D (2013) Edmodo Schools collaborate with socialmedia Retrieved December 6 2016 from httpthejournalcomArticles20130207SocialStudiesaspxPage=1

Richardson K amp Hessey S (2009) Archiving the selfFacebook as biography and relational memoryJournal of Information Communication and Ethics inSociety 7(1) 25ndash38 doi10110814779960910938070

Roblyer M D McDaniel M Webb M Herman J ampWitty J V (2010) Findings on Facebook in highereducation A comparison of college faculty andstudent uses and perceptions of social networkingsites The Internet and Higher Education 13(3)134ndash140 doi101016jiheduc201003002

Salma U (2015) Problems and practical needs of writingskill in EFL context An analysis Iranian students ofAligarh Muslim University IOSR Journal of Humanitiesand Social Science 20(11) 74ndash76

Thongmak M (2013) Social network system in class-room Antecedents of Edmodo adoption Journalof e-Learning and Higher Education 3 4ndash16

Wenger E amp Wenger B (2015) Communities of prac-tice A brief introduction Retrieved June 4 2017from httpwenger-traynercomwp-contentuploads20150407-Brief-introduction-to-communitiesof-

Witherspoon A (2011) Edmodo A learning managementsystem Retrieved January 19 2017 from wwwplugintotechnologycom201101edmodoa-learningmanagement


Page 16 of 17

Yang L (2008) Blog use in composition teachingRetrieved December 9 2016 from wwweyweducomxkcjcjyxink2008xink20080688html

copy2018 The Author(s) This open access article is distributed under a Creative Commons Attribution (CC-BY) 40 license

You are free toShare mdash copy and redistribute the material in any medium or formatAdapt mdash remix transform and build upon the material for any purpose even commerciallyThe licensor cannot revoke these freedoms as long as you follow the license terms

Under the following termsAttribution mdash You must give appropriate credit provide a link to the license and indicate if changes were madeYou may do so in any reasonable manner but not in any way that suggests the licensor endorses you or your useNo additional restrictions

Youmay not apply legal terms or technological measures that legally restrict others from doing anything the license permits

Cogent Education (ISSN 2331-186X) is published by Cogent OA part of Taylor amp Francis Group

Publishing with Cogent OA ensures

bull Immediate universal access to your article on publication

bull High visibility and discoverability via the Cogent OA website as well as Taylor amp Francis Online

bull Download and citation statistics for your article

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Submit your manuscript to a Cogent OA journal at wwwCogentOAcom


Page 17 of 17

Subjects Teaching Assistants Classroom Practice Language Teaching amp Learning

Keywords attitude Edmodo Iranian EFL learners social network writing skill

1 IntroductionWriting ability is a significant part of communication Akkaya and Kirmiz (2010) stated that writing isthe expression of feelings thoughts desires and plans in black andwhite In the teaching and learningprocesses writing has an important role through which students can be evaluated It is assumed asthe most complex among four major skills ie listening speaking reading and writing Jahin andIdrees (2012) believe that since every learner should have a balance among various aspects in hisherwriting like purpose content audience organization vocabulary mechanics etc writing is consid-ered complex for both native and non-native students Along the same line of thought Salma (2015)said that since English is considered as a foreign language in EFL context then writing skill becomesmost challenging activity to the students

With the invention of classroom instruments based on Web a throng of new facilities on how to applyonline technologies such as social networks for successful learning has gotten researchers exploring thebest way to capitalize on these instruments Many studies are run in the areas of using social networkssuch as Facebook and Twitter as tools of teaching and learning languages Another coming social networkparticularly for teaching and learning is Edmodo Being familiar with the popularity of Social NetworkingSites (SNSs) among learners teachers began to utilize their instruction with SNSs to primarily developlearnerrsquos learning autonomy attitude andmotivation Some studies focusing the application of SNSs withteaching indicated that SNSs can make better learnersrsquo general learning performance and strengthentheir motivation for learning SNS is considered as a platform which makes an easy way to interact withother people share taught and ideas and collect feedback in a fluid way According to BalasubramanianaJaykumar and Fukey (2014) this element of connection is the major difference between SNSs andtraditionalmedia During the last decadesmanyonline programsweredesigned tohelp language learnersto learn languagemore effectively As stated above one of the recent available online tools for teachers isEdmodo which is the main focus in this study Edmodo is an online social networking website and asmartphone application that is designed for both teachers and students Edmodo gives this opportunity toteachers to communicate with their students share materials and monitor studentsrsquo progress Thepresent study attempts to examine the effect of Edmodo social learning network on Iranian learnersrsquowriting skill It also attempted to find out studentsrsquo attitudes toward Edmodo

In accordance with this purpose the following questions were sought

(1) Does the application of Edmodo social learning network influence on Iranian intermediateEFL learnersrsquo writing skill

(2) What are Iranian intermediate EFL learnersrsquo attitudes toward application of Edmodo socialnetwork in classroom to improve their writing skill

2 Literature reviewThe approach of advanced age has changed the way individuals convey in the most recent decadesRichardson and Hessey (2009) asserted that innovation has been coordinated with correspondence tochallenge the way people take up with each other Khany and Monfared (2013) believe that webapplications have affected our life from various perspectives E-learning or learning through web is aby-result of these advances that greatly affected training and thusly language learning

Up to now researches in second language learning have not given careful consideration to thelearners as a social being (Holliday 1994 Norton amp Toohey 2003) A noteworthy group of writinghas created concerning learners exclusively concentrating on the systems they use to learnlanguage both inside and outside the classroom with less consideration regarding the setting oftheir learning (Oxford 1990 Oxford amp Ehrman 1995)


Page 2 of 17





3 Method



Page 3 of 17








Page 4 of 17



Page 5 of 17











PlacementTest

Control 20 4340 1142 255

Experiment 20 4405 1050 235


Page 6 of 17

Table2

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theproficienc

ytest

Leve

nersquos

test

foreq

uality

ofva

rian

ces

t-Te

stforeq

ualityof

mea

ns

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ce95

co

nfiden

ceinterval

ofthedifferen

ce

Lower

Upp

erEq

ualv

arianc

esas

sumed

644

427

minus187

338

069

minus650

347

minus135

2052

Equa

lvarianc

esno

tas

sumed

minus187

337

733

069

minus650

347

minus135

3053


Page 7 of 17










Experiment 20 1405 1356 303


Page 8 of 17

Table4

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpre-tests

Leve

nersquos

test

foreq

ualityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Pre-test

Equa

lvarianc

esas

sumed

490

488

minus787

38436

minus350

445

minus125

0550

Equa

lvarianc

esno

tas

sumed

minus787

37815

436

minus350

445

minus125

0550


Page 9 of 17







Experiment 20 1770 1658 371


Page 10 of 17

Table6

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpo

st-tes

ts

Leve

nersquos

test

for

equa

lityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Post

Test

Equa

lvarianc

esas

sumed

512

478

minus233

238

025

minus125

0536

minus233

5minus165

Equa

lvarianc

esno

tas

sumed

minus233

237

928

025

minus125

0536

minus233

5minus165


Page 11 of 17

Table7

Thefreq

uenc

yan

dpe

rcen

tage

oflearne

rsrsquoan

swersforea

chqu

estion

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

Que

stion

q1Co

unt

03

16

1020

with

inQue

stion

00

150

50

300

500

1000

q2Co

unt

23

08

720

with

inQue

stion

100

150

00

400

350

1000

q3Co

unt

20

27

920

with

inQue

stion

100

00

100

350

450

1000

q4Co

unt

41

04

1120

with

inQue

stion

200

50

00

200

550

1000

q5Co

unt

21

38

620

with

inQue

stion

100

50

150

400

300

1000

q6Co

unt

30

012

520

with

inQue

stion

150

00

00

600

250

1000

q7Co

unt

12

28

720

with

inQue

stion

50

100

100

400

350

1000

q8Co

unt

41

45

620

with

inQue

stion

200

50

200

250

300

1000

q9Co

unt

31

09

720

with

inQue

stion

150

50

00

450

350

1000

q10

Coun

t0

40

124

20

with

inQue

stion

00

200

00

600

200

1000

q11

Coun

t1

12

610

20

with

inQue

stion

50

50

100

300

500

1000

q12

Coun

t0

24

113

20

with

inQue

stion

00

100

200

50

650

1000 (Con

tinue

d)


Page 12 of 17

Table7

(Co

ntinue

d)

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

q13

Coun

t4

12

94

20

with

inQue

stion

200

50

100

450

200

1000

q14

Coun

t2

20

511

20

with

inQue

stion

100

100

00

250

550

1000

q15

Coun

t0

33

77

20

with

inQue

stion

00

150

150

350

350

1000

q16

Coun

t1

20

314

20

with

inQue

stion

50

100

00

150

700

1000

q17

Coun

t2

03

69

20

with

inQue

stion

100

00

150

300

450

1000

q18

Coun

t2

21

105

20

with

inQue

stion

100

100

50

500

250

1000

q19

Coun

t5

32

64

20

with

inQue

stion

250

150

100

300

200

1000

q20

Coun

t1

20

213

18

with

inQue

stion

56

111

00

111

722

1000

Total

Coun

t39

3429

134

162

398

with

inQue

stion

98

85

73

337

407

1000


Page 13 of 17













Page 14 of 17




























Page 15 of 17





















Page 16 of 17


















Page 17 of 17





3 Method



Page 3 of 17








Page 4 of 17



Page 5 of 17











PlacementTest

Control 20 4340 1142 255

Experiment 20 4405 1050 235


Page 6 of 17

Table2

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theproficienc

ytest

Leve

nersquos

test

foreq

uality

ofva

rian

ces

t-Te

stforeq

ualityof

mea

ns

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ce95

co

nfiden

ceinterval

ofthedifferen

ce

Lower

Upp

erEq

ualv

arianc

esas

sumed

644

427

minus187

338

069

minus650

347

minus135

2052

Equa

lvarianc

esno

tas

sumed

minus187

337

733

069

minus650

347

minus135

3053


Page 7 of 17










Experiment 20 1405 1356 303


Page 8 of 17

Table4

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpre-tests

Leve

nersquos

test

foreq

ualityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Pre-test

Equa

lvarianc

esas

sumed

490

488

minus787

38436

minus350

445

minus125

0550

Equa

lvarianc

esno

tas

sumed

minus787

37815

436

minus350

445

minus125

0550


Page 9 of 17







Experiment 20 1770 1658 371


Page 10 of 17

Table6

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpo

st-tes

ts

Leve

nersquos

test

for

equa

lityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Post

Test

Equa

lvarianc

esas

sumed

512

478

minus233

238

025

minus125

0536

minus233

5minus165

Equa

lvarianc

esno

tas

sumed

minus233

237

928

025

minus125

0536

minus233

5minus165


Page 11 of 17

Table7

Thefreq

uenc

yan

dpe

rcen

tage

oflearne

rsrsquoan

swersforea

chqu

estion

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

Que

stion

q1Co

unt

03

16

1020

with

inQue

stion

00

150

50

300

500

1000

q2Co

unt

23

08

720

with

inQue

stion

100

150

00

400

350

1000

q3Co

unt

20

27

920

with

inQue

stion

100

00

100

350

450

1000

q4Co

unt

41

04

1120

with

inQue

stion

200

50

00

200

550

1000

q5Co

unt

21

38

620

with

inQue

stion

100

50

150

400

300

1000

q6Co

unt

30

012

520

with

inQue

stion

150

00

00

600

250

1000

q7Co

unt

12

28

720

with

inQue

stion

50

100

100

400

350

1000

q8Co

unt

41

45

620

with

inQue

stion

200

50

200

250

300

1000

q9Co

unt

31

09

720

with

inQue

stion

150

50

00

450

350

1000

q10

Coun

t0

40

124

20

with

inQue

stion

00

200

00

600

200

1000

q11

Coun

t1

12

610

20

with

inQue

stion

50

50

100

300

500

1000

q12

Coun

t0

24

113

20

with

inQue

stion

00

100

200

50

650

1000 (Con

tinue

d)


Page 12 of 17

Table7

(Co

ntinue

d)

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

q13

Coun

t4

12

94

20

with

inQue

stion

200

50

100

450

200

1000

q14

Coun

t2

20

511

20

with

inQue

stion

100

100

00

250

550

1000

q15

Coun

t0

33

77

20

with

inQue

stion

00

150

150

350

350

1000

q16

Coun

t1

20

314

20

with

inQue

stion

50

100

00

150

700

1000

q17

Coun

t2

03

69

20

with

inQue

stion

100

00

150

300

450

1000

q18

Coun

t2

21

105

20

with

inQue

stion

100

100

50

500

250

1000

q19

Coun

t5

32

64

20

with

inQue

stion

250

150

100

300

200

1000

q20

Coun

t1

20

213

18

with

inQue

stion

56

111

00

111

722

1000

Total

Coun

t39

3429

134

162

398

with

inQue

stion

98

85

73

337

407

1000


Page 13 of 17













Page 14 of 17




























Page 15 of 17





















Page 16 of 17


















Page 17 of 17








Page 4 of 17



Page 5 of 17











PlacementTest

Control 20 4340 1142 255

Experiment 20 4405 1050 235


Page 6 of 17

Table2

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theproficienc

ytest

Leve

nersquos

test

foreq

uality

ofva

rian

ces

t-Te

stforeq

ualityof

mea

ns

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ce95

co

nfiden

ceinterval

ofthedifferen

ce

Lower

Upp

erEq

ualv

arianc

esas

sumed

644

427

minus187

338

069

minus650

347

minus135

2052

Equa

lvarianc

esno

tas

sumed

minus187

337

733

069

minus650

347

minus135

3053


Page 7 of 17










Experiment 20 1405 1356 303


Page 8 of 17

Table4

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpre-tests

Leve

nersquos

test

foreq

ualityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Pre-test

Equa

lvarianc

esas

sumed

490

488

minus787

38436

minus350

445

minus125

0550

Equa

lvarianc

esno

tas

sumed

minus787

37815

436

minus350

445

minus125

0550


Page 9 of 17







Experiment 20 1770 1658 371


Page 10 of 17

Table6

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpo

st-tes

ts

Leve

nersquos

test

for

equa

lityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Post

Test

Equa

lvarianc

esas

sumed

512

478

minus233

238

025

minus125

0536

minus233

5minus165

Equa

lvarianc

esno

tas

sumed

minus233

237

928

025

minus125

0536

minus233

5minus165


Page 11 of 17

Table7

Thefreq

uenc

yan

dpe

rcen

tage

oflearne

rsrsquoan

swersforea

chqu

estion

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

Que

stion

q1Co

unt

03

16

1020

with

inQue

stion

00

150

50

300

500

1000

q2Co

unt

23

08

720

with

inQue

stion

100

150

00

400

350

1000

q3Co

unt

20

27

920

with

inQue

stion

100

00

100

350

450

1000

q4Co

unt

41

04

1120

with

inQue

stion

200

50

00

200

550

1000

q5Co

unt

21

38

620

with

inQue

stion

100

50

150

400

300

1000

q6Co

unt

30

012

520

with

inQue

stion

150

00

00

600

250

1000

q7Co

unt

12

28

720

with

inQue

stion

50

100

100

400

350

1000

q8Co

unt

41

45

620

with

inQue

stion

200

50

200

250

300

1000

q9Co

unt

31

09

720

with

inQue

stion

150

50

00

450

350

1000

q10

Coun

t0

40

124

20

with

inQue

stion

00

200

00

600

200

1000

q11

Coun

t1

12

610

20

with

inQue

stion

50

50

100

300

500

1000

q12

Coun

t0

24

113

20

with

inQue

stion

00

100

200

50

650

1000 (Con

tinue

d)


Page 12 of 17

Table7

(Co

ntinue

d)

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

q13

Coun

t4

12

94

20

with

inQue

stion

200

50

100

450

200

1000

q14

Coun

t2

20

511

20

with

inQue

stion

100

100

00

250

550

1000

q15

Coun

t0

33

77

20

with

inQue

stion

00

150

150

350

350

1000

q16

Coun

t1

20

314

20

with

inQue

stion

50

100

00

150

700

1000

q17

Coun

t2

03

69

20

with

inQue

stion

100

00

150

300

450

1000

q18

Coun

t2

21

105

20

with

inQue

stion

100

100

50

500

250

1000

q19

Coun

t5

32

64

20

with

inQue

stion

250

150

100

300

200

1000

q20

Coun

t1

20

213

18

with

inQue

stion

56

111

00

111

722

1000

Total

Coun

t39

3429

134

162

398

with

inQue

stion

98

85

73

337

407

1000


Page 13 of 17













Page 14 of 17




























Page 15 of 17





















Page 16 of 17


















Page 17 of 17



Page 5 of 17











PlacementTest

Control 20 4340 1142 255

Experiment 20 4405 1050 235


Page 6 of 17

Table2

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theproficienc

ytest

Leve

nersquos

test

foreq

uality

ofva

rian

ces

t-Te

stforeq

ualityof

mea

ns

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ce95

co

nfiden

ceinterval

ofthedifferen

ce

Lower

Upp

erEq

ualv

arianc

esas

sumed

644

427

minus187

338

069

minus650

347

minus135

2052

Equa

lvarianc

esno

tas

sumed

minus187

337

733

069

minus650

347

minus135

3053


Page 7 of 17










Experiment 20 1405 1356 303


Page 8 of 17

Table4

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpre-tests

Leve

nersquos

test

foreq

ualityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Pre-test

Equa

lvarianc

esas

sumed

490

488

minus787

38436

minus350

445

minus125

0550

Equa

lvarianc

esno

tas

sumed

minus787

37815

436

minus350

445

minus125

0550


Page 9 of 17







Experiment 20 1770 1658 371


Page 10 of 17

Table6

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpo

st-tes

ts

Leve

nersquos

test

for

equa

lityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Post

Test

Equa

lvarianc

esas

sumed

512

478

minus233

238

025

minus125

0536

minus233

5minus165

Equa

lvarianc

esno

tas

sumed

minus233

237

928

025

minus125

0536

minus233

5minus165


Page 11 of 17

Table7

Thefreq

uenc

yan

dpe

rcen

tage

oflearne

rsrsquoan

swersforea

chqu

estion

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

Que

stion

q1Co

unt

03

16

1020

with

inQue

stion

00

150

50

300

500

1000

q2Co

unt

23

08

720

with

inQue

stion

100

150

00

400

350

1000

q3Co

unt

20

27

920

with

inQue

stion

100

00

100

350

450

1000

q4Co

unt

41

04

1120

with

inQue

stion

200

50

00

200

550

1000

q5Co

unt

21

38

620

with

inQue

stion

100

50

150

400

300

1000

q6Co

unt

30

012

520

with

inQue

stion

150

00

00

600

250

1000

q7Co

unt

12

28

720

with

inQue

stion

50

100

100

400

350

1000

q8Co

unt

41

45

620

with

inQue

stion

200

50

200

250

300

1000

q9Co

unt

31

09

720

with

inQue

stion

150

50

00

450

350

1000

q10

Coun

t0

40

124

20

with

inQue

stion

00

200

00

600

200

1000

q11

Coun

t1

12

610

20

with

inQue

stion

50

50

100

300

500

1000

q12

Coun

t0

24

113

20

with

inQue

stion

00

100

200

50

650

1000 (Con

tinue

d)


Page 12 of 17

Table7

(Co

ntinue

d)

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

q13

Coun

t4

12

94

20

with

inQue

stion

200

50

100

450

200

1000

q14

Coun

t2

20

511

20

with

inQue

stion

100

100

00

250

550

1000

q15

Coun

t0

33

77

20

with

inQue

stion

00

150

150

350

350

1000

q16

Coun

t1

20

314

20

with

inQue

stion

50

100

00

150

700

1000

q17

Coun

t2

03

69

20

with

inQue

stion

100

00

150

300

450

1000

q18

Coun

t2

21

105

20

with

inQue

stion

100

100

50

500

250

1000

q19

Coun

t5

32

64

20

with

inQue

stion

250

150

100

300

200

1000

q20

Coun

t1

20

213

18

with

inQue

stion

56

111

00

111

722

1000

Total

Coun

t39

3429

134

162

398

with

inQue

stion

98

85

73

337

407

1000


Page 13 of 17













Page 14 of 17




























Page 15 of 17





















Page 16 of 17


















Page 17 of 17











PlacementTest

Control 20 4340 1142 255

Experiment 20 4405 1050 235


Page 6 of 17

Table2

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theproficienc

ytest

Leve

nersquos

test

foreq

uality

ofva

rian

ces

t-Te

stforeq

ualityof

mea

ns

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ce95

co

nfiden

ceinterval

ofthedifferen

ce

Lower

Upp

erEq

ualv

arianc

esas

sumed

644

427

minus187

338

069

minus650

347

minus135

2052

Equa

lvarianc

esno

tas

sumed

minus187

337

733

069

minus650

347

minus135

3053


Page 7 of 17










Experiment 20 1405 1356 303


Page 8 of 17

Table4

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpre-tests

Leve

nersquos

test

foreq

ualityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Pre-test

Equa

lvarianc

esas

sumed

490

488

minus787

38436

minus350

445

minus125

0550

Equa

lvarianc

esno

tas

sumed

minus787

37815

436

minus350

445

minus125

0550


Page 9 of 17







Experiment 20 1770 1658 371


Page 10 of 17

Table6

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpo

st-tes

ts

Leve

nersquos

test

for

equa

lityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Post

Test

Equa

lvarianc

esas

sumed

512

478

minus233

238

025

minus125

0536

minus233

5minus165

Equa

lvarianc

esno

tas

sumed

minus233

237

928

025

minus125

0536

minus233

5minus165


Page 11 of 17

Table7

Thefreq

uenc

yan

dpe

rcen

tage

oflearne

rsrsquoan

swersforea

chqu

estion

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

Que

stion

q1Co

unt

03

16

1020

with

inQue

stion

00

150

50

300

500

1000

q2Co

unt

23

08

720

with

inQue

stion

100

150

00

400

350

1000

q3Co

unt

20

27

920

with

inQue

stion

100

00

100

350

450

1000

q4Co

unt

41

04

1120

with

inQue

stion

200

50

00

200

550

1000

q5Co

unt

21

38

620

with

inQue

stion

100

50

150

400

300

1000

q6Co

unt

30

012

520

with

inQue

stion

150

00

00

600

250

1000

q7Co

unt

12

28

720

with

inQue

stion

50

100

100

400

350

1000

q8Co

unt

41

45

620

with

inQue

stion

200

50

200

250

300

1000

q9Co

unt

31

09

720

with

inQue

stion

150

50

00

450

350

1000

q10

Coun

t0

40

124

20

with

inQue

stion

00

200

00

600

200

1000

q11

Coun

t1

12

610

20

with

inQue

stion

50

50

100

300

500

1000

q12

Coun

t0

24

113

20

with

inQue

stion

00

100

200

50

650

1000 (Con

tinue

d)


Page 12 of 17

Table7

(Co

ntinue

d)

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

q13

Coun

t4

12

94

20

with

inQue

stion

200

50

100

450

200

1000

q14

Coun

t2

20

511

20

with

inQue

stion

100

100

00

250

550

1000

q15

Coun

t0

33

77

20

with

inQue

stion

00

150

150

350

350

1000

q16

Coun

t1

20

314

20

with

inQue

stion

50

100

00

150

700

1000

q17

Coun

t2

03

69

20

with

inQue

stion

100

00

150

300

450

1000

q18

Coun

t2

21

105

20

with

inQue

stion

100

100

50

500

250

1000

q19

Coun

t5

32

64

20

with

inQue

stion

250

150

100

300

200

1000

q20

Coun

t1

20

213

18

with

inQue

stion

56

111

00

111

722

1000

Total

Coun

t39

3429

134

162

398

with

inQue

stion

98

85

73

337

407

1000


Page 13 of 17













Page 14 of 17




























Page 15 of 17





















Page 16 of 17


















Page 17 of 17

Table2

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theproficienc

ytest

Leve

nersquos

test

foreq

uality

ofva

rian

ces

t-Te

stforeq

ualityof

mea

ns

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ce95

co

nfiden

ceinterval

ofthedifferen

ce

Lower

Upp

erEq

ualv

arianc

esas

sumed

644

427

minus187

338

069

minus650

347

minus135

2052

Equa

lvarianc

esno

tas

sumed

minus187

337

733

069

minus650

347

minus135

3053


Page 7 of 17










Experiment 20 1405 1356 303


Page 8 of 17

Table4

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpre-tests

Leve

nersquos

test

foreq

ualityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Pre-test

Equa

lvarianc

esas

sumed

490

488

minus787

38436

minus350

445

minus125

0550

Equa

lvarianc

esno

tas

sumed

minus787

37815

436

minus350

445

minus125

0550


Page 9 of 17







Experiment 20 1770 1658 371


Page 10 of 17

Table6

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpo

st-tes

ts

Leve

nersquos

test

for

equa

lityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Post

Test

Equa

lvarianc

esas

sumed

512

478

minus233

238

025

minus125

0536

minus233

5minus165

Equa

lvarianc

esno

tas

sumed

minus233

237

928

025

minus125

0536

minus233

5minus165


Page 11 of 17

Table7

Thefreq

uenc

yan

dpe

rcen

tage

oflearne

rsrsquoan

swersforea

chqu

estion

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

Que

stion

q1Co

unt

03

16

1020

with

inQue

stion

00

150

50

300

500

1000

q2Co

unt

23

08

720

with

inQue

stion

100

150

00

400

350

1000

q3Co

unt

20

27

920

with

inQue

stion

100

00

100

350

450

1000

q4Co

unt

41

04

1120

with

inQue

stion

200

50

00

200

550

1000

q5Co

unt

21

38

620

with

inQue

stion

100

50

150

400

300

1000

q6Co

unt

30

012

520

with

inQue

stion

150

00

00

600

250

1000

q7Co

unt

12

28

720

with

inQue

stion

50

100

100

400

350

1000

q8Co

unt

41

45

620

with

inQue

stion

200

50

200

250

300

1000

q9Co

unt

31

09

720

with

inQue

stion

150

50

00

450

350

1000

q10

Coun

t0

40

124

20

with

inQue

stion

00

200

00

600

200

1000

q11

Coun

t1

12

610

20

with

inQue

stion

50

50

100

300

500

1000

q12

Coun

t0

24

113

20

with

inQue

stion

00

100

200

50

650

1000 (Con

tinue

d)


Page 12 of 17

Table7

(Co

ntinue

d)

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

q13

Coun

t4

12

94

20

with

inQue

stion

200

50

100

450

200

1000

q14

Coun

t2

20

511

20

with

inQue

stion

100

100

00

250

550

1000

q15

Coun

t0

33

77

20

with

inQue

stion

00

150

150

350

350

1000

q16

Coun

t1

20

314

20

with

inQue

stion

50

100

00

150

700

1000

q17

Coun

t2

03

69

20

with

inQue

stion

100

00

150

300

450

1000

q18

Coun

t2

21

105

20

with

inQue

stion

100

100

50

500

250

1000

q19

Coun

t5

32

64

20

with

inQue

stion

250

150

100

300

200

1000

q20

Coun

t1

20

213

18

with

inQue

stion

56

111

00

111

722

1000

Total

Coun

t39

3429

134

162

398

with

inQue

stion

98

85

73

337

407

1000


Page 13 of 17













Page 14 of 17




























Page 15 of 17





















Page 16 of 17


















Page 17 of 17










Experiment 20 1405 1356 303


Page 8 of 17

Table4

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpre-tests

Leve

nersquos

test

foreq

ualityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Pre-test

Equa

lvarianc

esas

sumed

490

488

minus787

38436

minus350

445

minus125

0550

Equa

lvarianc

esno

tas

sumed

minus787

37815

436

minus350

445

minus125

0550


Page 9 of 17







Experiment 20 1770 1658 371


Page 10 of 17

Table6

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpo

st-tes

ts

Leve

nersquos

test

for

equa

lityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Post

Test

Equa

lvarianc

esas

sumed

512

478

minus233

238

025

minus125

0536

minus233

5minus165

Equa

lvarianc

esno

tas

sumed

minus233

237

928

025

minus125

0536

minus233

5minus165


Page 11 of 17

Table7

Thefreq

uenc

yan

dpe

rcen

tage

oflearne

rsrsquoan

swersforea

chqu

estion

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

Que

stion

q1Co

unt

03

16

1020

with

inQue

stion

00

150

50

300

500

1000

q2Co

unt

23

08

720

with

inQue

stion

100

150

00

400

350

1000

q3Co

unt

20

27

920

with

inQue

stion

100

00

100

350

450

1000

q4Co

unt

41

04

1120

with

inQue

stion

200

50

00

200

550

1000

q5Co

unt

21

38

620

with

inQue

stion

100

50

150

400

300

1000

q6Co

unt

30

012

520

with

inQue

stion

150

00

00

600

250

1000

q7Co

unt

12

28

720

with

inQue

stion

50

100

100

400

350

1000

q8Co

unt

41

45

620

with

inQue

stion

200

50

200

250

300

1000

q9Co

unt

31

09

720

with

inQue

stion

150

50

00

450

350

1000

q10

Coun

t0

40

124

20

with

inQue

stion

00

200

00

600

200

1000

q11

Coun

t1

12

610

20

with

inQue

stion

50

50

100

300

500

1000

q12

Coun

t0

24

113

20

with

inQue

stion

00

100

200

50

650

1000 (Con

tinue

d)


Page 12 of 17

Table7

(Co

ntinue

d)

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

q13

Coun

t4

12

94

20

with

inQue

stion

200

50

100

450

200

1000

q14

Coun

t2

20

511

20

with

inQue

stion

100

100

00

250

550

1000

q15

Coun

t0

33

77

20

with

inQue

stion

00

150

150

350

350

1000

q16

Coun

t1

20

314

20

with

inQue

stion

50

100

00

150

700

1000

q17

Coun

t2

03

69

20

with

inQue

stion

100

00

150

300

450

1000

q18

Coun

t2

21

105

20

with

inQue

stion

100

100

50

500

250

1000

q19

Coun

t5

32

64

20

with

inQue

stion

250

150

100

300

200

1000

q20

Coun

t1

20

213

18

with

inQue

stion

56

111

00

111

722

1000

Total

Coun

t39

3429

134

162

398

with

inQue

stion

98

85

73

337

407

1000


Page 13 of 17













Page 14 of 17




























Page 15 of 17





















Page 16 of 17


















Page 17 of 17

Table4

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpre-tests

Leve

nersquos

test

foreq

ualityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Pre-test

Equa

lvarianc

esas

sumed

490

488

minus787

38436

minus350

445

minus125

0550

Equa

lvarianc

esno

tas

sumed

minus787

37815

436

minus350

445

minus125

0550


Page 9 of 17







Experiment 20 1770 1658 371


Page 10 of 17

Table6

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpo

st-tes

ts

Leve

nersquos

test

for

equa

lityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Post

Test

Equa

lvarianc

esas

sumed

512

478

minus233

238

025

minus125

0536

minus233

5minus165

Equa

lvarianc

esno

tas

sumed

minus233

237

928

025

minus125

0536

minus233

5minus165


Page 11 of 17

Table7

Thefreq

uenc

yan

dpe

rcen

tage

oflearne

rsrsquoan

swersforea

chqu

estion

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

Que

stion

q1Co

unt

03

16

1020

with

inQue

stion

00

150

50

300

500

1000

q2Co

unt

23

08

720

with

inQue

stion

100

150

00

400

350

1000

q3Co

unt

20

27

920

with

inQue

stion

100

00

100

350

450

1000

q4Co

unt

41

04

1120

with

inQue

stion

200

50

00

200

550

1000

q5Co

unt

21

38

620

with

inQue

stion

100

50

150

400

300

1000

q6Co

unt

30

012

520

with

inQue

stion

150

00

00

600

250

1000

q7Co

unt

12

28

720

with

inQue

stion

50

100

100

400

350

1000

q8Co

unt

41

45

620

with

inQue

stion

200

50

200

250

300

1000

q9Co

unt

31

09

720

with

inQue

stion

150

50

00

450

350

1000

q10

Coun

t0

40

124

20

with

inQue

stion

00

200

00

600

200

1000

q11

Coun

t1

12

610

20

with

inQue

stion

50

50

100

300

500

1000

q12

Coun

t0

24

113

20

with

inQue

stion

00

100

200

50

650

1000 (Con

tinue

d)


Page 12 of 17

Table7

(Co

ntinue

d)

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

q13

Coun

t4

12

94

20

with

inQue

stion

200

50

100

450

200

1000

q14

Coun

t2

20

511

20

with

inQue

stion

100

100

00

250

550

1000

q15

Coun

t0

33

77

20

with

inQue

stion

00

150

150

350

350

1000

q16

Coun

t1

20

314

20

with

inQue

stion

50

100

00

150

700

1000

q17

Coun

t2

03

69

20

with

inQue

stion

100

00

150

300

450

1000

q18

Coun

t2

21

105

20

with

inQue

stion

100

100

50

500

250

1000

q19

Coun

t5

32

64

20

with

inQue

stion

250

150

100

300

200

1000

q20

Coun

t1

20

213

18

with

inQue

stion

56

111

00

111

722

1000

Total

Coun

t39

3429

134

162

398

with

inQue

stion

98

85

73

337

407

1000


Page 13 of 17













Page 14 of 17




























Page 15 of 17





















Page 16 of 17


















Page 17 of 17







Experiment 20 1770 1658 371


Page 10 of 17

Table6

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpo

st-tes

ts

Leve

nersquos

test

for

equa

lityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Post

Test

Equa

lvarianc

esas

sumed

512

478

minus233

238

025

minus125

0536

minus233

5minus165

Equa

lvarianc

esno

tas

sumed

minus233

237

928

025

minus125

0536

minus233

5minus165


Page 11 of 17

Table7

Thefreq

uenc

yan

dpe

rcen

tage

oflearne

rsrsquoan

swersforea

chqu

estion

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

Que

stion

q1Co

unt

03

16

1020

with

inQue

stion

00

150

50

300

500

1000

q2Co

unt

23

08

720

with

inQue

stion

100

150

00

400

350

1000

q3Co

unt

20

27

920

with

inQue

stion

100

00

100

350

450

1000

q4Co

unt

41

04

1120

with

inQue

stion

200

50

00

200

550

1000

q5Co

unt

21

38

620

with

inQue

stion

100

50

150

400

300

1000

q6Co

unt

30

012

520

with

inQue

stion

150

00

00

600

250

1000

q7Co

unt

12

28

720

with

inQue

stion

50

100

100

400

350

1000

q8Co

unt

41

45

620

with

inQue

stion

200

50

200

250

300

1000

q9Co

unt

31

09

720

with

inQue

stion

150

50

00

450

350

1000

q10

Coun

t0

40

124

20

with

inQue

stion

00

200

00

600

200

1000

q11

Coun

t1

12

610

20

with

inQue

stion

50

50

100

300

500

1000

q12

Coun

t0

24

113

20

with

inQue

stion

00

100

200

50

650

1000 (Con

tinue

d)


Page 12 of 17

Table7

(Co

ntinue

d)

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

q13

Coun

t4

12

94

20

with

inQue

stion

200

50

100

450

200

1000

q14

Coun

t2

20

511

20

with

inQue

stion

100

100

00

250

550

1000

q15

Coun

t0

33

77

20

with

inQue

stion

00

150

150

350

350

1000

q16

Coun

t1

20

314

20

with

inQue

stion

50

100

00

150

700

1000

q17

Coun

t2

03

69

20

with

inQue

stion

100

00

150

300

450

1000

q18

Coun

t2

21

105

20

with

inQue

stion

100

100

50

500

250

1000

q19

Coun

t5

32

64

20

with

inQue

stion

250

150

100

300

200

1000

q20

Coun

t1

20

213

18

with

inQue

stion

56

111

00

111

722

1000

Total

Coun

t39

3429

134

162

398

with

inQue

stion

98

85

73

337

407

1000


Page 13 of 17













Page 14 of 17




























Page 15 of 17





















Page 16 of 17


















Page 17 of 17

Table6

Theresu

ltsof

theinde

pend

entsa

mplet-test

fortheco

ntrolan

dex

perimen

talgrou

psrsquope

rforman

ceson

theirpo

st-tes

ts

Leve

nersquos

test

for

equa

lityof

varian

ces

t-Te

stforeq

ualityof

mea

ns

95

confiden

ceinterval

ofthedifferen

ce

FSig

tdf

Sig

(2-

taile

d)Mea

ndifferen

ceStd

error

differen

ceLo

wer

Upp

er

Post

Test

Equa

lvarianc

esas

sumed

512

478

minus233

238

025

minus125

0536

minus233

5minus165

Equa

lvarianc

esno

tas

sumed

minus233

237

928

025

minus125

0536

minus233

5minus165


Page 11 of 17

Table7

Thefreq

uenc

yan

dpe

rcen

tage

oflearne

rsrsquoan

swersforea

chqu

estion

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

Que

stion

q1Co

unt

03

16

1020

with

inQue

stion

00

150

50

300

500

1000

q2Co

unt

23

08

720

with

inQue

stion

100

150

00

400

350

1000

q3Co

unt

20

27

920

with

inQue

stion

100

00

100

350

450

1000

q4Co

unt

41

04

1120

with

inQue

stion

200

50

00

200

550

1000

q5Co

unt

21

38

620

with

inQue

stion

100

50

150

400

300

1000

q6Co

unt

30

012

520

with

inQue

stion

150

00

00

600

250

1000

q7Co

unt

12

28

720

with

inQue

stion

50

100

100

400

350

1000

q8Co

unt

41

45

620

with

inQue

stion

200

50

200

250

300

1000

q9Co

unt

31

09

720

with

inQue

stion

150

50

00

450

350

1000

q10

Coun

t0

40

124

20

with

inQue

stion

00

200

00

600

200

1000

q11

Coun

t1

12

610

20

with

inQue

stion

50

50

100

300

500

1000

q12

Coun

t0

24

113

20

with

inQue

stion

00

100

200

50

650

1000 (Con

tinue

d)


Page 12 of 17

Table7

(Co

ntinue

d)

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

q13

Coun

t4

12

94

20

with

inQue

stion

200

50

100

450

200

1000

q14

Coun

t2

20

511

20

with

inQue

stion

100

100

00

250

550

1000

q15

Coun

t0

33

77

20

with

inQue

stion

00

150

150

350

350

1000

q16

Coun

t1

20

314

20

with

inQue

stion

50

100

00

150

700

1000

q17

Coun

t2

03

69

20

with

inQue

stion

100

00

150

300

450

1000

q18

Coun

t2

21

105

20

with

inQue

stion

100

100

50

500

250

1000

q19

Coun

t5

32

64

20

with

inQue

stion

250

150

100

300

200

1000

q20

Coun

t1

20

213

18

with

inQue

stion

56

111

00

111

722

1000

Total

Coun

t39

3429

134

162

398

with

inQue

stion

98

85

73

337

407

1000


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Page 17 of 17

Table7

Thefreq

uenc

yan

dpe

rcen

tage

oflearne

rsrsquoan

swersforea

chqu

estion

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

Que

stion

q1Co

unt

03

16

1020

with

inQue

stion

00

150

50

300

500

1000

q2Co

unt

23

08

720

with

inQue

stion

100

150

00

400

350

1000

q3Co

unt

20

27

920

with

inQue

stion

100

00

100

350

450

1000

q4Co

unt

41

04

1120

with

inQue

stion

200

50

00

200

550

1000

q5Co

unt

21

38

620

with

inQue

stion

100

50

150

400

300

1000

q6Co

unt

30

012

520

with

inQue

stion

150

00

00

600

250

1000

q7Co

unt

12

28

720

with

inQue

stion

50

100

100

400

350

1000

q8Co

unt

41

45

620

with

inQue

stion

200

50

200

250

300

1000

q9Co

unt

31

09

720

with

inQue

stion

150

50

00

450

350

1000

q10

Coun

t0

40

124

20

with

inQue

stion

00

200

00

600

200

1000

q11

Coun

t1

12

610

20

with

inQue

stion

50

50

100

300

500

1000

q12

Coun

t0

24

113

20

with

inQue

stion

00

100

200

50

650

1000 (Con

tinue

d)


Page 12 of 17

Table7

(Co

ntinue

d)

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

q13

Coun

t4

12

94

20

with

inQue

stion

200

50

100

450

200

1000

q14

Coun

t2

20

511

20

with

inQue

stion

100

100

00

250

550

1000

q15

Coun

t0

33

77

20

with

inQue

stion

00

150

150

350

350

1000

q16

Coun

t1

20

314

20

with

inQue

stion

50

100

00

150

700

1000

q17

Coun

t2

03

69

20

with

inQue

stion

100

00

150

300

450

1000

q18

Coun

t2

21

105

20

with

inQue

stion

100

100

50

500

250

1000

q19

Coun

t5

32

64

20

with

inQue

stion

250

150

100

300

200

1000

q20

Coun

t1

20

213

18

with

inQue

stion

56

111

00

111

722

1000

Total

Coun

t39

3429

134

162

398

with

inQue

stion

98

85

73

337

407

1000


Page 13 of 17













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Page 16 of 17


















Page 17 of 17

Table7

(Co

ntinue

d)

Ans

wer

Total

Strong

lydisa

gree

Disag

ree

Neu

tral

Agree

Strong

lyag

ree

q13

Coun

t4

12

94

20

with

inQue

stion

200

50

100

450

200

1000

q14

Coun

t2

20

511

20

with

inQue

stion

100

100

00

250

550

1000

q15

Coun

t0

33

77

20

with

inQue

stion

00

150

150

350

350

1000

q16

Coun

t1

20

314

20

with

inQue

stion

50

100

00

150

700

1000

q17

Coun

t2

03

69

20

with

inQue

stion

100

00

150

300

450

1000

q18

Coun

t2

21

105

20

with

inQue

stion

100

100

50

500

250

1000

q19

Coun

t5

32

64

20

with

inQue

stion

250

150

100

300

200

1000

q20

Coun

t1

20

213

18

with

inQue

stion

56

111

00

111

722

1000

Total

Coun

t39

3429

134

162

398

with

inQue

stion

98

85

73

337

407

1000


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Documents

The effect of Edmodo social learning network on Iranian EFL … · Edmodo social learning network had significant effects on Iranian intermediate English as a foreign language (EFL)