International Journal of Smart Technology and Learning (4 papers in press)

Special Issue on: Digitalisation of Teaching, Learning, and Assessment Applications of Smart Educational Technologies

• EFL learners attitudes towards e-learning: a proficiency-based analysis  
  by Amin Karimnia 
  Abstract: The topic of technology use in language learning has become increasingly popular and somewhat controversial, as some learners struggle with using technology. This study investigated the attitudes of Iranian English language learners towards technology use, and how proficiency levels affected these attitudes. The study included 100 participants (50 males and 50 females) from 6 English language learning institutes in Iran, divided into beginner and advanced level groups. A 15-item, 5-point Likert scale questionnaire (Technology Attitude Scale) was used to gather data for analysis. Descriptive statistics and independent samples t-test were used to compare the attitudes of both groups towards technology. The advanced-level group had a more positive attitude towards technology and were more confident in their ability to use it.
  Keywords: attitude; EFL learners; e-learning; proficiency level; technology.
  DOI: 10.1504/IJSMARTTL.2025.10074044
   
  
• The efficacy of localised pedagogic-films on fluency of L2 output and willingness to communicate  
  by Hossein Isaee, Hamed Ghorbanzadeh 
  Abstract: This mixed-method study investigated how using educational videos tailored to specific local contexts affects the Willingness to Communicate (WTC) and the speaking abilities of second language (L2) learners. In effect, from a group of 43 EFL learners, 20 were chosen according to their performance in an English Unlimited Placement Test and were divided into experimental and control groups. While the control group was offered instruction using conventional materials, the experimental group watched teacher-created educational videos tailored to their local context, also known as Localised-Pedagogic Film (LPF). The data were collected using an IELTS speaking assessment, a WTC questionnaire and interview sessions. Results showed that while there was no significant difference in speaking skills, the group using LPFs demonstrated a better WTC. Qualitative data from interviews highlighted the importance of cultural familiarity and real context in learning English. These findings offer implications for L2 teachers and material developers as LPFs improve communication skills in general and speaking fluency in particular.
  Keywords: authentic; local context; localised-pedagogic film; output; speaking fluency; willingness to communicate.
  DOI: 10.1504/IJSMARTTL.2025.10074060
   
  
• The efficacy of immediate metalinguistic explanation in a synchronous online context: an exploratory study on EFL learners knowledge of pronoun  
  by Hamed Barjesteh, Hossein Isaee, Neda Fatehi Rad 
  Abstract: This study examined the effectiveness of synchronous online metalinguistic explanation versus direct corrective feedback on English as a Foreign Language learners knowledge of pronouns. The study included 82 EFL learners from a fully online language school in Iran where the teachers communicate with learners in real-time using Skyroom. Initially, to assess the consistency of the participants, they were sent a KET test via the Google Form Platform. Randomly, the participants were divided into 2 equal classes: an experimental class and a control class. Over 10 synchronous online sessions, the experimental group was exposed to immediate metalinguistic explanations, and the control group was exposed to immediate direct correction feedback. The data collected was analysed using SPSS. The findings suggest that providing immediate metalinguistic explanations during online classes improves EFL learners pronoun accuracy. This opens up opportunities for further research into the effects of online corrective feedback on language competence.
  Keywords: explicit correction feedback; metalinguistic corrective feedback; oral corrective feedback; synchronous online context.
  DOI: 10.1504/IJSMARTTL.2025.10074079
   
  
• Fostering language skills through technology: spotlights on Web 2.0 tools  
  by Zahra Kamdideh 
  Abstract: Web-based tools are widely used to create dynamic learning environments in education, especially in English Language Teaching (ELT). However, effective tools are needed to enhance learners language knowledge. This study aimed to investigate the impact of Web 2.0 tools on Iranian ELT settings. It explored the effects of weblogs, mail services, social networks and podcasts/vodcasts on speaking, listening, writing and reading comprehension. The study was conducted with 71 learners at a language institute in Ilam, Iran and the participants were divided into control (pen and paper-based) and experimental (web-based) groups. Over two months, the experimental group used Web 2.0 tools, while the control group followed traditional techniques. Web 2.0 tools were most effective at intermediate and advanced levels, with reading comprehension improving the most, followed by writing and listening. The effect was minimal at the elementary level. The findings offer several pedagogical implications for incorporating Web 2.0 tools in EFL classrooms to improve different language skills among students with different levels of language proficiency.
  Keywords: ELT; language skills; technology-enhanced language learning; Web-based tools; Web 2.0.
  DOI: 10.1504/IJSMARTTL.2025.10075079