Development and qualitative evaluation of A2 level educational content in Persian language web application

Document Type : Research Paper

Authors

1 literature and humanities department, linguistics faculty, Shahid Beheshti university, Tehran, Iran

2 Beheshti University

Abstract

The present study is aimed to design the educational content, implement, and evaluate it qualitatively in a web application for teaching Persian to speakers of other languages (TPSOL) at A2 level. The educational content was developed based on the ADDIE instructional design model and using contemporary language teaching approaches, including the communicative approach, task-based learning, and Meyer's multimedia learning principles. This content includes teaching vocabulary, grammar, language functions, authentic conversations, multimedia activities, and interactive exercises in a phased manner and appropriate to the target level. In order to evaluate the quality and appropriateness of the designed content, semi-structured interviews were provided with ten TPSOL experts, and the data were examined through qualitative content analysis. The findings showed that, from the experts' perspective, the web application has desirable educational quality, content coherence, and appropriate alignment with the course objectives. The content was also assessed as acceptable in terms of language level and cultural appropriateness, and was found to be particularly effective in strengthening listening skills and comprehension. However, suggestions were made regarding adjusting the speed of some conversations, further clarifying the instructions for some exercises, increasing application-oriented exercises, and adding short cultural explanations. Overall, the results of the study indicate that the present web application can be used as an effective and reliable resource in TPSOL for A2 level learners, either as a primary or supplementary educational resource.

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References

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Persian Language International Teaching Studies
Volume 11, Issue 20 - Serial Number 1
September 2025
Pages 199-228

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History

  • Receive Date: 12 February 2025
  • Revise Date: 22 April 2025
  • Accept Date: 28 August 2025

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