Contributory Role of Virtual Courses via Skype to Control Embarrassment of Iranian EFL Learners’ Performance

Abstract

In recent years, there has been an increasing interest in integration of technology for pedagogical purposes. The present study aimed at finding out how presentation in the frame of virtual courses can control embarrassment and shyness of Iranian EFL learners. The practical part concentrated on using Skype for the purpose of presentation in seminar courses. The data collection was based on Revised Cheek and Briggs Shyness Scale (PRSS 14 item) and the target group was selected from three seminar classes during 2016. The final scores of the face to face presentation were compared with presentations via the Skype in such courses. The data were analyzed using a paired sample t-test. The results revealed a significant difference between observed results and expected results. The data were also gathered from semi-structured interviews based on the students’ attitudes towards using the Skype to increase the validity of the method. The findings showed that the students had highly positive attitudes towards integration of the technology. This study could impact those students who have enough competence but their personality type prevents them from transferring their knowledge. It could also be fruitful for curriculum developers who want to organize pedagogical area efficiently by overcoming time and place constraints.