Language, Identity and the Digital Realm

Language, Identity and the Digital Realm

Exploring the effect of Information Gap Activities and Dictogloss on Speech Performance and Motivation among Iranian Pre-Intermediate EFL Learners

Document Type : Original Article

Authors
Ali Mohammad Fazilatfar
Mohadeseh Sedghi
Language and Literature Department, English Language and Literature Faculty, Yazd University, Yazd, Iran
10.22034/lidr.2026.2076558.1025
Abstract
The COVID-19 pandemic has transformed education globally in an unprecedented way; therefore, it has become critical to reexamine how we assess students, particularly when it comes to the teaching of languages. The current study examines the pre-COVID-19 situation, during COVID-19, and post-COVID-19, and the change in assessment by the Iranian EFL teachers. The current state of research is minimal as to the assessment practice in postsecondary education; therefore, it resorts to a qualitative, phenomenological design in order to study what has been practiced. The 25 experienced teachers provided data using semi-structured interviews and open-ended questionnaires. Thematic analysis demonstrated that the pre-pandemic evaluation was mostly summative-based. The postgraduate courses, on the contrary, permitted a more formative and research-oriented approach. Initially, the pandemic forced the teachers to revise the traditional use of tests, but with time, they began relying on blended models to address issues such as dishonesty, lack of technology, and students who were not interested in school. Following the pandemic, blended and formative techniques were still applied by teachers, yet evaluating how to maintain innovation and equity in assessment was of their concern as well. Respondents reported that they are better equipped with information on the use of technology and developing new methods of teaching it; however, they experienced trouble with the validity of assessments and the condition of the infrastructure. As indicated by the findings, we require the concept of language assessment literacy, equitable online infrastructure, and continuous professional growth to foster assessing the subjects through a learner-centered approach.
Keywords
Dictogloss
Information Gap Activities
Motivation
Oral Production
Task-Based Language Teaching (TBLT)
Bao, R., & Du, X. (2015). Implementation of task-based language teaching in Chinese as a
foreign language: benefits and challenges. Language Culture and Curriculum, 28(3),
291–310. https://doi.org/10.1080/07908318.2015.1058392
Bhandari, L. (2020). Task-Based Language Teaching: A Current EFL Approach.  Advances in Language and Literary Studies, 11(1), 1-5.
Brown, H., D. (2015). Principles of Language Learning and Teaching. TESOL Quarterly, 14(2). DOI:10.2307/3586319.
Bui, G., & Tai, K. W. H. (2022). Revisiting functional adequacy and task-based language teaching in the GBA: Insights from translanguaging. Asian-Pacific Journal of Second and Foreign Language Education, 7(40). https://doi.org/10.1186/s40862-022-00160-7
Carless, D. (2002). Implementing task‐based learning with young learners. ELT journal,
56(4), 389–396.
Celce- Murcia, M., Brinton, D. M., & Ann, S. M. (2014). Teaching English as a second or foreign language. National Geographic Learning: Boston.
Chalak, A. & Kassaian, Z. (2010). Motivation and Attitudes of Iranian Undergraduate EFL Students towards Learning English. Journal of Language Studies. 10(2). ISSN: 1675-8021.
Cutrone, P., & Beh, S. (2018). Investigating the Effects of Task-Based Language Teaching on Japanese EFL Learners’ Willingness to Communicate.  The Journal of AsiaTEFL, 15(3), 566-589.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University
Press.
Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2019). Task-Based Language Teaching.  Cambridge University Press.
Farrokh, P., & Rahmani, A. (2017). Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective. Asian-Pacific Journal of Second and Foreign Language Education, 2(10). https://doi.org/10.1186/s40862-017-0033-z.
Gardener, E. O. (1985). Preservice Science and Technical Teachers’ attitude towards the teaching of integrated science and teaching methods employed by them. Journal of the Science Teachers Association of Nigeria,24 (1,2), 209-217.
Guerrero, B. R., Fray, L. F., Fray, J. I., & Valle, V. V. (2020). Task-Based Learning Approach
to enhance oral production in university setting. Dom. Cien, 6(2), 554-586.
Hettimullage, R. (2023). Foundational principles of task-based language teaching.  Innovation in Language Learning and Teaching, 18(1), 1-3.
Housen, A., Kuiken, F., & Vedder, I. (Eds.). (2012). Dimensions of L2 performance and proficiency: Investigating complexity, accuracy, and fluency in SLA. Amsterdam: John Benjamins.
Huynh, T. S., & Nguyen, V. L. (2023). Review of the effects of Task-based Language Teaching on EFL learners’ speaking performance: What remains to be researched?  CTU Journal of Innovation and Sustainable Development, 15 (3), 23-33.
Hyland, K. (2002). Teaching and researching writing. Harlow: Longman.
Ismail, S. M., Wang, C., & Jamalyar, R. (2023). The impact of task-based instruction on learners’ reading comprehension, L2 grit, anxiety, and motivation for L2 reading. Asian-Pacific Journal of Second and Foreign Language Education, 8(42). https://doi.org/10.1186/s40862-023-00216-2
 Kafipour, R., Mahmoudi, E., & Khojasteh, L. (2018). The effect of task-based language teaching on analytic writing in EFL classrooms.  Cogent Education, 5, 1-16 .
Khoram, A. (2019). The impact of task type and pre-task planning condition on the accuracy of intermediate EFL learners’ oral performance.  Cogent Education , 6, 1-13.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques and Principles in Language Teaching. Oxford University Press.
Lucas. R. I. (2010). A Study on Intrinsic Motivation Factors in Second Language Learning among Selected Freshman Students. The Philippine ESL Journal, 4, 6-23.
Nita, A., Rozimela, Y., & Ratmanida. (2019). The Influence of Task-Based Language Teaching on Speaking Skill of EFL Students with Intrinsic Motivation.  International Journal of Literature and Arts , 7(6), 179-190.
Richards, J. C., & Rodgers, T. S. (2002). Approaches and methods in language teaching. Cambridge University Press.
Rosales, M.P. (2019). Competency-based learning for motivation and academic performance in a pre-calculus course. American Journal of Educational Research, 7(1), 58-63.
Seyyedi, K., Rasouli, F., & Mohamedamin, A. A. (2023). Task-Based Language Teaching in EFL Context.  3rd International Conference on Language and Education.
Skehan, P., & Foster, P. (1999). The Influence of Task Structure and Processing Conditions on Narrative Retellings. Language Learning, 49, 93-120. http://dx.doi.org/10.1111/1467-9922.00071.
Wiboolyasarin, W., Jinowat, N., Wiboolyasarin, K., Kamonsawad, R., Tiranant, P., & Boonyakitanont, P. (2023). Enhancing L2 speaking proficiency through collaborative tasks in RILCA world: The case of East Asian learners. Asian-Pacific Journal of Second and Foreign Language Education, 8(37). https://doi.org/10.1186/s40862-023-00209-1
Zúñiga, E. C., Mayorga, E., & Ruiz, N. (2023). Potential implications of task-based language teaching on developing EFL learners' oral fluency.  International Journal of Learning, Teaching and Educational Research, 22(11), 130-149.
Language, Identity and the Digital Realm
Volume 2, Issue 1
Winter 2026
Pages 49-64