The Effect of Mobile Assisted Written Interactions on Iranian Intermediate EFL Learners Speaking Accuracy

The present quasi-experimental study investigated the effect of mobile assisted written interactions on Iranian intermediate English as a Foreign Language (EFL) learners’ speaking accuracy. The study also investigated whether mobile assisted written interaction with teacher corrective feedback has any effect on the learners speaking accuracy. Finally, the study sought a statistically significant difference in speaking accuracy scores for corrective feedback group (CF group) and feedback group (F group). For this purpose, sixty intermediate EFL learners were selected based on their performance on Oxford Placemen Test (OPT). From among sixty participants, forty learners were assigned randomly to two experimental groups (twenty in each group) and then treated via a mobile assisted social network named Telegram through written interaction with and without teacher s corrective feedback. The other twenty participants were treated as the control group by the routine setting of the English institute. The participants were interviewed before and after the treatment to collect required data concerning their speaking accuracy. Statistical Package for Social Sciences (SPSS) was run to analyze the data using One-way Between-groups Analysis of Variance (ANOVA) with post-hoc tests. Based on the results of statistical analyses, it was concluded that mobile assisted written interaction has a positive effect on the learners speaking accuracy. The findings also showed that mobile assisted written interaction with teacher corrective feedback has a positive effect on the learners speaking accuracy. Moreover, there was no statistically significant difference in speaking accuracy scores for CF group and F group. According to the findings of the study some implications were recommended to the teachers, learners, institutes, ministry of education and material developers in the field of EFL.