QR Code Enriched Writing and Speaking Practices: Insights from EFL Learners at Tertiary Level

Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/

Y

18

English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Student Motivation; Telecommunications; Handheld Devices; Higher Education; Student Attitudes; Undergraduate Students; Writing (Composition); Speech Communication; Inclusion; Cooperative Learning; Teacher Student Relationship; Technology Uses in Education; Action Research; Safety; Teacher Education Programs; Peer Teaching; Foreign Countries

2322-1291

This study examined experiences and viewpoints of English as a Foreign Language (EFL) learners' regarding the integration of QR codes into writing and speaking practices at the tertiary-level L2 learning. Employing an action research design, researchers collected qualitative data through online interviews, a survey of open-ended questions, and learners' written reflections during class hours and brief field notes. Inductive thematic analysis was used for data analysis to form codes and themes. As a result, the learners identified QR codes as time-saving, useful, and enjoyable pedagogical tools for writing and speaking practices. The facilitative role of QR codes was centered on increasing motivation and interaction with classmates during different phases of productive skill-based activities, particularly in the idea-generation steps. The learners reported that QR code-based mobile learning practices make learning environments more participatory, safe, inclusive, and cooperative. The study presents instructional implications for transforming conventional student-teacher interaction into a peer-learning-oriented and autonomous atmosphere in higher education.

As Provided

2024

EJ1435028