The use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners

Yenkimaleki, M.; Heuven, V.J.J.P. van

doi:doi:10.22363/2521-442X-2024-8-1-9-19

The present study investigated the use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners. Two groups of students were formed. All of them studied English as a foreign language at the BA level at Bu-Ali Sina University, Iran. Participants were assigned to groups at random. Participants took a pre-test of listening comprehension skills before starting the programme. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, discussed issues in the movies in pairs in the classroom. The experimental group spent part of the time on theoretical explanation of, and practical exercises with, argumentation-based learning by the iBrainstorm application. The total instruction time was the same for two groups, i.e., 32 hours. Students then took a post-test and, a month later, a delayed post-test in listening comprehension skills. The...Show moreThe present study investigated the use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners. Two groups of students were formed. All of them studied English as a foreign language at the BA level at Bu-Ali Sina University, Iran. Participants were assigned to groups at random. Participants took a pre-test of listening comprehension skills before starting the programme. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, discussed issues in the movies in pairs in the classroom. The experimental group spent part of the time on theoretical explanation of, and practical exercises with, argumentation-based learning by the iBrainstorm application. The total instruction time was the same for two groups, i.e., 32 hours. Students then took a post-test and, a month later, a delayed post-test in listening comprehension skills. The results show that the use of the iBrainstorm app significantly improved the students’ listening comprehension skills, and significantly more so than those of the control group. These results have pedagogical implications for curriculum designers, material producers, and all who are involved in language study and pedagogy
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The use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners