Enhancing the SHAD platform: Exploring the Emotional Influence of Telegram-supported supplementary tasks on Learners’ Happiness, Technostress, Autonomy, Growth mindfulness, and Resilience

Document Type : Original Article

Authors

1 Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

2 Department of Applied Linguistics, University of Tehran, Tehran, Iran

3 Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran

Abstract

SHAD is a commonly utilized technological platform for educational purposes among children and adolescents in Iran. Yet, the ways to enrich it to enhance users’ psychological well-being have remained underexplored. This experimental study aimed to investigate the impacts of incorporating supportive tasks through the Telegram app into the SHAD platform on the happiness, technostress, autonomy, growth mindfulness, and resilience of 87 male intermediate English language learners aged 17 to 19 years over an academic semester. The participants were randomly assigned to an experimental group (EG) comprising 44 students and a control group (CG) consisting of 43 students who underwent pretest and posttest assessments. While the CG received standard online instruction via the SHAD platform, the EG received additional supportive tasks through the Telegram app alongside the standard instruction. A MANOVA analysis demonstrated that integrating Telegram as a supplementary tool within the SHAD platform significantly enhanced learners’ psychological well-being, increasing happiness, autonomy, growth mindfulness, and resilience while reducing technostress. These findings underscore the potential of integrating complementary technological tools to alleviate the negative repercussions, such as technostress, associated with educational technology and enhance positive psychological outcomes for learners. The implications of this study can guide the development and implementation of future educational technology initiatives, fostering a more supportive and empowering learning environment for students.

Keywords

Main Subjects

References

Abu-Ayfah, Z. A. (2020). Telegram App in Learning English: EFL Students’ Perceptions. English Language Teaching, 13(1), 51-62.
Abuhassna, H., Al-Rahmi, W. M., Yahya, N., Zakaria, M. A., Kosnin, A. B., & Darwish, M. (2020). Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction. International Journal of Educational Technology in Higher Education, 17(2), 1-23.
Adewale, S. & Tahir, M. B. (2022). Virtual learning environment factors as predictors of students’ learning satisfaction during COVID-19 period in Nigeria. Asian Association of Open Universities Journal, 8(1), 1-17.
Alhazbi, S. & Hasan, M. A. (2021). The role of self-regulation in remote emergency learning: comparing synchronous and asynchronous online learning. Sustainability, 13(19), 45-62.
Ahmadi, R. & Esmaeli, M. (2023). The effect of student education network application (Shad) on creativity and academic motivation of elementary students. Journal of Educational Psychology Studies, 20(51), 1-15.
Agawa, T., Bennett, P. A., Hashimoto, T., Mynard, J., Shelton-Strong, S. J. & Yarwood, A. (2023). Self-determination theory: Research and practice for language educators. In Ferguson, P., Lacy, B. & Derrah, R. (Eds.), Learning from Students, Educating Teachers-Research and Practice. JALT. https://doi.org/10.37546/JALTPCP2022-12
Akbari, E. (2021). Challenges and effectiveness of using the SHAD social network during COVID-19 according to teachers, parents and students. Electronic Journal of e-Learning, 19(4), 296-304.
Alam, A. (2022). Positive psychology goes to school: conceptualizing students’ happiness in 21st century schools while ‘minding the mind!’ are we there yet? Evidence-backed, school-based positive psychology interventions. ECS Transactions, 2(11), 63-79.
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 33-48.
Aminov, B. & Mirxayitova, S. (2023). The technology of awakening: The motivation of interest in knowledge in children of junior school age. American Journal of Pedagogical and Educational Research, 3(11), 34-47.
Ary, D., Cheser Jacobs, L., Sorenson-Irvine, C. K. & Walker, D. (2019). Introduction to Research in Education. 9th Edition. Belmont, CA: Wadsworth, Cengage Learning.
Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(1), 518-529.
Atoy Jr, M. B., Garcia, F. R., Cadungog, R. R., Cua, J. D., Mangunay, S. C. & De Guzman, A. B. (2020). Linking digital literacy and online information searching strategies of Philippine university students: The moderating role of mindfulness. Journal of Librarianship and Information Science, 52(4), 15-27.
Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and E-Learning Research, 7(3), 285-292.
Baru, M., Tenggara, W. N. & Mataram, M. U. (2020). “Promoting students” autonomy through online learning media in EFL class. International Journal of Higher Education, 9(4), 320-331.
Bates, B. (2019). Learning Theories Simplified: And How to Apply Them to Teaching. Sage Publications ltd.
Berdida, D. J. & Grande, R. A. (2023). Academic stress, COVID‐19 anxiety, and quality of life among nursing students: The mediating role of resilience. International Nursing Review, 70(1), 34-42.
 Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 17(4), 21-39.
Çakmak, F., Ismail, S. M. & Karami, S. (2023). Advancing learning-oriented assessment (LOA): mapping the role of self-assessment, academic resilience, academic motivation in students’ test-taking skills, and test anxiety management in Telegram-assisted-language learning. Language Testing in Asia, 13(1), 18-31.
Chen, J. V., Tran, A. & Nguyen, T. (2019). Understanding the discontinuance behavior of mobile shoppers as a consequence of technostress: An application of the stress-coping theory. Computers in Human Behavior, 9(3), 83-97.
Dewaele, J. M. & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner. In MacIntyre, P. D., Gregersen, T. & Mercer, S. (Eds.), Positive Psychology in SLA, Multilingual Matters, pp. 215-236, Bristol.
Díaz-Noguera, M. D, Hervás-Gómez, C., De la Calle-Cabrera, A. M., & López-Meneses, E. (2022). Autonomy, motivation, and digital pedagogy are key factors in the perceptions of Spanish higher-education students toward online learning during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 19(2), 654.
Esmailzade Ashini, M., Garavand, Y., Mansouri Keryani, R. & Hajiyakhchali, A. (2020). Comparison of the causal relationship between Academic Buoyancy and academic engagement with the role of mediator self-efficacy in second grade students. The Journal of New Thoughts on Education, 15(4), 251-282.
Eva, N., Parameitha, D. D., Farah, F. A. & Nurfitriana, F. (2020) Academic resilience and subjective well-being amongst college students using online learning during the covid-19 pandemic. KnE Social Sciences, 8(2), 51-67.
Ghobadi, S. & Taki, S. (2018). Effects of Telegram stickers on English vocabulary learning: Focus on Iranian EFL learners. Research in English Language Pedagogy, 6(1), 139-158.
Hamdan, K. M., Al-Bashaireh, A. M., Zahran, Z., Al-Daghestani, A., AL-Habashneh, S. & Shaheen, A. M. (2021). University students’ interaction, Internet self-efficacy, self-regulation and satisfaction with online education during pandemic crises of COVID-19 (SARS-CoV-2). International Journal of Educational Management, 35(3), 713-725.
Ingusci, E., Ciavolino, E., Signore, F., Zito, M., Russo, V. & Ghislieri, C. (2023). The role of personal resources in buffering college student technostress during the pandemic: A Study using an italian sample. Social Sciences, 12(9), 484.
Ismail, S. M. & Hedarnejad, T. (2023). Online assessment via LMS and the Importance of Portfolio assessment: A Study on the Effects of Test Taking Skills, Buoyancy, Techno-Stress, and Language Achievement. CALL-EJ, 24(2), 247-259.
Jin, J.I., & Kim, N.C. (2017). Grit, academic resilience, and psychological well-being in nursing students. The Journal of Korean Academic Society of Nursing Education, 23(2):175-83.
Kim, T. Y., & Kim, Y. K. (2016). the impact of resilience on L2 learners’ motivated behavior and proficiency in L2 learning. Educational Studies, 43(1), 1-15.
Landrum, B., Bannister, J., Garza, G. & Rhame, S. (2021). A class of one: Students’ satisfaction with online learning. Journal of Education for Business, 96(2), 82-88.
Langer, E. J. (2004). Langer Mindfulness Scale User Guide and Technical Manual. Covenington, IL: IDS.
Lee, V. H., Hew, J. J., Leong, L. Y., Tan, G. W. & Ooi, K. B. (2022). The dark side of compulsory e-education: Are students really happy and learning during the COVID-19 pandemic?. International Journal of Human-Computer Interaction, 38(12), 1168-1181.
Li, L., Gow, A.D., & Zhou, J. (2020). The role of positive emotions in education: A neuroscience perspective. Mind, Brain, and Education, 14(3), 220-234.
Lu, G., Xie, K. & Liu. Q. (2022). What influences student situational engagement in smart classrooms: Perception of the learning environment and students’ motivation. British Journal of Educational Technology, 53(6), 1665-1687.
McClelland, D.A. (2015). Achievement motivation theory. In Organizational Behavior. pp. 46-60, Routledge.
Mirzadeh Rahni, S., & Parsaiyan, S. F. (2023). A Probe into Experiences of Female Iranian EFL Teachers and Students in Rural High Schools amidst the COVID-19 Pandemic: Hurdles and Achievements. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 42(3), 29-57.
Namaziandost, E., Rezai, A., Heydarnejad, T. & Kruk, M. (2023). Emotion and cognition are two wings of the same bird: insights into academic emotion regulation, critical thinking, self-efficacy beliefs, academic resilience, and academic engagement in Iranian EFL context. Think Skills Creativity, 50, 101409.
Niaghi, R. (2022). Promoting EFL Learners’ Pragmatic Awareness through Test-Teach-Test (TTT) Method via “Telegram” and “Edmodo”. MEXTESOL Journal, 46(4), n4.
Pirson, M., Langer, E. J., Bodner, T. & Zilcha-Mano, S. (2012). The development and validation of the Langer mindfulness scale-enabling a socio-cognitive perspective of mindfulness in organizational contexts. Fordham University Schools of Business Research Paper, 21(4), 77-83.
Ritonga, M., Shaban, A. A., Al-Rashidi, A. H. & Chilani, N. (2023). Engagement in Online Language Assessment: are test-taking skills, self-assessment, resilience, and autonomy critical?. Language Testing in Asia, 13(1), 25-39.
Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-82.
Ryan, R. M. & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 52(1), 43-59.
Seyri, H., Jafari, R. & Amjadi, A. (2021). High School Students’ Perceptions of Learning English Online: Satisfaction, Perceived Learning, and Challenges. Interdisciplinary Studies in English Language Teaching, 1(2), 189-207.
Shobeiry, M. (2021). A Survey Study on the Potential Educational Value of WhatsApp in the Iranian EFL Settings. Journal of Applied Linguistics and Language Research, 8(1), 126-48.
Shobeiry, M. (2022). Covid-19 and analysis of needs of the primary school teachers in online-schooling in Iran. Revista on line de Política e Gestão Educacional, 31, e022050-.
Tarafdar, M., Pullins, E. B. & Ragu‐Nathan, T. S. (2015). Technostress: negative effect on performance and possible mitigations. Information Systems Journal, 25(2), 103-132.
Wong, R. (2023). When no one can go to school: does online learning meet students’ basic learning needs?. Interactive Learning Environments, 31(1), 434-450.
Zhang, K. & Wu, H. (2022). Synchronous online learning during COVID-19: Chinese University EFL students’ perspectives. Sage Open, 12(2), 21582440221094821.
Zhang, L. X. & Li, X. X. (2004). A comparative study on learner autonomy between Chinese students and West European students. Foreign Language World, 4(5), 15-23.
Zheng, X., Ismail, S. M. & Heydarnejad, T. (2023). Social media and psychology of language learning: The role of telegram-based instruction on academic buoyancy, academic emotion regulation, foreign language anxiety, and English achievement. Heliyon Journal, 9(5), 236-252.
Journal of Studies in Language Learning and Teaching
Volume 1, Issue 2
July 2024
Pages 251-267

Files

History

  • Receive Date: 17 May 2024
  • Revise Date: 28 June 2024
  • Accept Date: 30 July 2024

Share

How to cite

Statistics