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JOLLT Journal of Languages and Language Teaching
Published by Universitas Pendidikan Mandalika
ISSN : 23380810     EISSN : 26211378     DOI : 10.33394
Core Subject : Education,
Languange, Linguistic, Communication & Media
OLLT is an open access journal which provides immediate, worldwide, barrier-free access to the full text of all published articles without charging readers or their institutions for access. Readers have the right to read, download, copy, distribute, print, search, or link to the full texts of all articles in Journal of Languages and Language Teaching. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The aim of this Journal is to promote a principle approach to research on languages and language teaching by encouraging enquiry into relationship between theoretical and practical studies. JOLLT welcomes contributions in such areas of current analysis, as follows: First, Second, and Foreign Language Teaching and Learning; Language Testing; Language Planning; Multilingualism and Multilingual Education; Classroom Discourse Analysis; Translation; Syntax; Semantics; Sociolinguistics; Morphology; Psycolinguistics; Second Language Acquisition; Literature in Teaching; Curriculum Design of Language Teaching; and Material Development in Language Teaching.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 11 Documents
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Search results for , issue "Vol 10, No 4 (2022)" : 11 Documents clear
The Contributions of Cognitive Individual Differences on EFL Productive Skills through Online Instruction Mohsen Salimian Rizi; Hooshang Yazdani
Journal of Languages and Language Teaching Vol 10, No 4 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i4.6133

Abstract

Although there is adequate research about learning style and motivation in face-to-face classes, there is still a scarceness of available studies exploring such individual differences in EFL online settings and to the best knowledge of the researcher, no previous studies even try to address their impacts on EFL learners' productive skill in online EFL classroom settings. To this end, this study which is one of the newest in this field aimed at increasing our understanding of the contribution of such cognitive individual differences on EFL productive skills through online instruction using concurrent triangulation design. The results demonstrated that out of the two cognitive individual differences, the strongest association was observed between the motivation variable and EFL productive skills. Nevertheless, unlike other studies the relation between learning style use and EFL productive skills proficiency was not significant. The implications of the study will instill new insights for EFL researchers and language learners to consider the recent pandemic as a blessing in disguise, acting as a foundation stone towards online EFL instruction advancement in the Iran. Also, since motivation impact language achievement significantly, building a learner-friendly and encouraging atmosphere in online settings is therefore vital.

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