Volume 5, Issue 1 (March 2026)
IJER 2026, 5(1): 0-0 |
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Farzaneh M. (2026). Framework for Enhancing Collaborative English Language Learning in Iranian Open and Distance Education: Integrating Digital Platforms and AI Tool. IJER. 5(1),
URL: http://ijer.hormozgan.ac.ir/article-1-590-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-590-en.html
Department of English Language and Literature, Payame Noor University, Tehran, Iran , mehrifarzaneh@pnu.ac.ir
Abstract: (12 Views)
Objective: This study aims to develop a practical framework for collaborative English language learning in open and distance learning (ODL) environments by integrating contemporary digital platforms and generative AI tools within the Iranian higher education context.
Methods: The framework is conceptually designed based on the principles of social constructivism and the Community of Inquiry (CoI) model. It extends a previously proposed five-phase instructional scenario originally developed for Web 2.0 technologies. The model incorporates various digital platforms—including Google Classroom, Microsoft Teams, Padlet, Flip, and Telegram communities—along with generative AI assistants such as ChatGPT and Gemini to support collaborative learning activities. The framework emphasizes structured peer interaction, AI-assisted feedback, and a combination of synchronous and asynchronous learning tasks suitable for large-scale ODL institutions.
Results: The proposed framework demonstrates several pedagogical opportunities, including increased learner engagement, improved collaborative interaction, and enhanced personalized scaffolding through AI-supported feedback. It also offers scalable solutions for large open universities such as Payame Noor University. At the same time, the study identifies potential challenges, including unstable internet connectivity, disparities in digital literacy, platform access restrictions due to filtering, and ethical concerns related to the use of generative AI.
Conclusions: The study presents a context-sensitive and adaptable framework for integrating digital platforms and AI tools into collaborative EFL instruction in Iranian ODL settings. The framework provides practical guidance for instructors and policymakers seeking to enhance the quality and effectiveness of English language teaching in open and distance education environments.
Methods: The framework is conceptually designed based on the principles of social constructivism and the Community of Inquiry (CoI) model. It extends a previously proposed five-phase instructional scenario originally developed for Web 2.0 technologies. The model incorporates various digital platforms—including Google Classroom, Microsoft Teams, Padlet, Flip, and Telegram communities—along with generative AI assistants such as ChatGPT and Gemini to support collaborative learning activities. The framework emphasizes structured peer interaction, AI-assisted feedback, and a combination of synchronous and asynchronous learning tasks suitable for large-scale ODL institutions.
Results: The proposed framework demonstrates several pedagogical opportunities, including increased learner engagement, improved collaborative interaction, and enhanced personalized scaffolding through AI-supported feedback. It also offers scalable solutions for large open universities such as Payame Noor University. At the same time, the study identifies potential challenges, including unstable internet connectivity, disparities in digital literacy, platform access restrictions due to filtering, and ethical concerns related to the use of generative AI.
Conclusions: The study presents a context-sensitive and adaptable framework for integrating digital platforms and AI tools into collaborative EFL instruction in Iranian ODL settings. The framework provides practical guidance for instructors and policymakers seeking to enhance the quality and effectiveness of English language teaching in open and distance education environments.
Keywords: Collaborative learning, AI in EFL, Digital platforms, Open and Distance Learning, Iranian higher education, Technology-enhanced language learning
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/05/14 | Accepted: 2025/10/14 | Published: 2026/03/1
Received: 2025/05/14 | Accepted: 2025/10/14 | Published: 2026/03/1
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