Empowering Archivists: Effects of Using Multimedia on the English Reading Skills, Vocabulary Knowledge, and Self-regulation among Iranian Archivists

Document Type : Research Paper

Authors

1 PhD students of Teaching English as a Foreign Language, English Language Teaching Department, Faculty of Foreign Languages, Islamic Azad University, North Tehran Branch,, Tehran, I.R. Iran

2 Associate Professor, English Language Teaching Department, Faculty of Foreign Languages, Islamic Azad University, North Tehran Branch,, Tehran, I.R. Iran

Abstract

Purpose: The purpose of this research is to investigate the effects of using multimedia as a technology-based instructional tool on the reading skills and vocabulary knowledge of Iranian archivists, and their self-regulated learning behavior in an ESP course for Archival Science.
Method and Research Design: The research was conducted following a mixed method design. Forty-eight archivists of the National Library and Archives of Iran (NLAI), divided into two control and experimental groups based on the convenience sampling, participated in this study. Data was collected through a self-regulated questionnaire, vocabulary and reading comprehension pretests and post-tests in the quantitative phase, and stimulated recall sessions in the qualitative phase. The two methods of task-based versus task-based+multimedia were applied to compare the effects of multimedia use in a 10-sessions ESP course.
Findings and conclusion: Using multimedia could considerably improve reading comprehension and vocabulary knowledge. Also, it could increase archivists’ self-regulation abilities. Among the eight critical factors affecting self-regulated learning, task-strategy was used the most, whereas self-reinforcement was used the least. The study concluded that using teaching methods and applying instructional tools that can satisfy ESP learners’ specific educational needs in their workplace, and activate their self-regulated learning behavior in ESP courses, would improve language learning and skills development.

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References

 
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History

  • Receive Date: 19 December 2021
  • Revise Date: 24 December 2021
  • Accept Date: 05 March 2022

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