فهرست نشریات علمی دسترسی آزاد ایران

The integration of interactive educational tools, like VoiceThread (VT), into new educational settings, like small private online courses (SPOCs), while offering substantial benefits, can introduce less explored drawbacks, including stressors associated with social network sites (SNSs). This study addresses this gap by investigating the implementation of VT within flipped SPOCs, focusing on its impact on language learners' perceived SNS stressors encompassing three subcomponents: social overload, system feature overload, and information overload. Through a quantitative quasi-experimental method, 79 learners were assigned to flipped SPOC language classes (two experimental and two control classes due to SPOC size limitations). As the experimental group, 40 learners applied the Telegram platform to receive instructions while using VT to practice speaking. In the control group, 39 learners employed only Telegram to receive instruction and also practice speaking. The participants' perceived SNS stressors were assessed by questionnaires. The results indicated a significant multivariate difference between the experimental and control groups on perceived SNS stressors, with the experimental group reporting significantly higher social overload. No statistically significant differences were found for system feature overload or information overload. The findings suggest that the observed difference is primarily in the social dimensions of learner stress. All stakeholders within education may benefit from these findings