• Rozi Souzanzan English Language Department, Shiraz Branch, Islamic Azad University, Shiraz
  • Mohammad Sadegh Bagheri English Language Department, Shiraz Branch, Islamic Azad University, Shiraz
Keywords: ICTs, Instagram, Iranian EFL Learners, Listening Comprehension, Podcasts, Skype, Speaking Ability, Technology-Assisted Instruction, YouTube


The present study aimed to investigate the perceptions of Iranian English as Foreign Language (EFL) learners regarding the impact of technology-assisted instruction through the utilization of Information and Communication Technologies (ICTs) on their listening comprehension and speaking ability. To this end, eighty Iranian EFL learners whose age range was between twenty to thirty five took part in the study. They were randomly divided into four groups and were exposed to technology-assisted instruction on their course-related contents through different ICTs as their out-of-class activities for one hour per week during two and a half months. The ICTs which were the focus of this study included: Podcasts, YouTube, Skype, and Instagram. The analysis of the participants’ answers indicated that the majority of them (83.8%) were positive toward technology-assisted instruction. In addition, 80% of them tended to use ICTs for their future language learning purposes.


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Author Biographies

Rozi Souzanzan, English Language Department, Shiraz Branch, Islamic Azad University, Shiraz
English Language Instructor, PhD Candidate in TEFL
Mohammad Sadegh Bagheri, English Language Department, Shiraz Branch, Islamic Azad University, Shiraz
Assistant professor, PhD in TEFL


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How to Cite
Souzanzan, R., & Bagheri, M. S. (2017). IRANIAN LEARNERS’ PERCEPTIONS OF THE IMPACT OF TECHNOLOGY-ASSISTED INSTRUCTION ON THEIR ENGLISH AURAL/ORAL SKILLS. Information Technologies and Learning Tools, 57(1), 126-138.
ICT and learning tools in the higher education establishments