TELL (Technology-enhanced Language Learning) in Iranian High Schools: A Panacea for Emotional and Motivational Detriments Afsaneh Ghanizadeh*, Azam Razavi, Akram Hosseini Imam Reza International University, Mashhad, Iran Corresponding Author: Afsaneh Ghanizadeh, E-mail: a.ghanizadeh@imamreza.ac.in ABSTRACT Recent expansions in technological tools are shifting the direction of foreign-language education. A plethora of EFL research studies suggested that the benefts of TELL (technology-enhanced language learning) embrace a wide array of cognitive, motivational, and emotional attributes. English language teaching in Iran has recently undergone a host of rapid changes. The most apparent change was that the traditional grammar-based instruction left its place to communicative- oriented approaches. As a result, teachers needed extra aids to provide learners with the desired environments and foster exposure to authentic materials. In this regard, multimedia techniques (MTs) offer wide range of facilities in high speed and effective information processing. The purpose of this study was to examine the possible impact of MTs in high schools on students’ L2 learning attitudes, anxiety, and language profciency. To do so, the researchers adopted a mixed-methods design integrating experimental and interview analyses. The sample of the study consisted of 124 female students from Motahhareh high school in Mashhad, a city in Northeast of Iran. Twelve items out of Dörnyei’s L2 Motivational Self- system scale were picked to measure attitudes to L2 learning and L2 anxiety. The Babel test was employed for gauging participants’ language profciency. The sample was divided into two experimental and two control groups. The participants in experimental and control groups were provided with the same materials and instruction. The point of difference lay in the mode of presenting the materials in experimental group, i.e. via multimedia techniques. In the second phase, a semi-structured interview was conducted with a number of students in experimental groups to delve into their attitudes and feedbacks concerning MT-based instruction. The results indicated that there were statistically signifcant differences in students’ L2 learning attitudes, anxiety, and language profciency in favor of the experimental group. In the light of the obtained results, the study presented a number of practical and accessible recommendations for implementing multimedia in teaching English. Key words: Multimedia techniques, Mixed-methods design, Language profciency, Attitudes, Anxiety INTRODUCTION Teaching and learning in academic domain are developing ever increasingly over the last decade. Active learning con- stituted the cornerstone of education in this era of academic change. “Active learning” incorporates a broad cluster of practices, group work or collaborative learning, negotiation of meaning, and technology-based tasks and activities. Dif- ferent research studies suggest when students are actively involved in the process of learning they learn more effec- tively (Davis, 1993). Moreover, Wasley (2006) stated that, “Students who participate in collaborative learning and ed- ucational activities outside the classroom and who interact more via technological tools get better grades, are more sat- isfed with their education, and are more likely to remain in college” (p. 39). A synergistic learning environment, as opposed to an inert learning context, facilitates effective Published by Australian International Academic Centre PTY.LTD. Copyright (c) the author(s). This is an open access article under CC BY license (https://creativecommons.org/licenses/by/4.0/) http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.92 learning (Murphy, Mahoney, Chen, Mendoza-Diaz, &Yang, 2005). During 1990’s, the use of various media expanded im- mensely and then the era of multimedia technologies (MTs) emerged (Ramaiah, 1998). With the fast development of sci- ence and innovation, the utilization of multimedia technology in teaching has provided a favorable setting for learners. Mul- timedia technology highlights integrating and manipulating of data using graphics, texts, video, images, and animation effect in the classrooms (Rana, 2013). According to Rana (2013), “teachers need to stop following the same old ways of teaching and experiment and acknowledge that the world is changing and we need education that augments that change” (p. 10). Consequently, it is imperative for language educators to be cognizant of the most recent and accessible tools and know what is appropriate in any given circumstances. Brooks International Journal of Applied Linguistics & English Literature E-ISSN: 2200-3452 & P-ISSN: 2200-3592 www.ijalel.aiac.org.au ARTICLE INFO Article history Received: January 23, 2018 Accepted: March 26, 2018 Published: July 01, 2018 Volume: 7 Issue: 4 Advance access: May 2018 Conficts of interest: None Funding: None