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The Effect of Podcasts and Vodcasts Among Motivated Iranian Learners of English: Different Listening Proficiency Levels | ||
Journal of Language Horizons | ||
دوره 5، شماره 1 - شماره پیاپی 9، فروردین 2021، صفحه 51-75 اصل مقاله (589.12 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2020.31823.1321 | ||
نویسندگان | ||
Shadi Yeganeh1؛ Siros Izadpanah* 2 | ||
1Master of English Language Teaching, Department of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, Iran | ||
2Assistant Professor, Department of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, Iran | ||
چکیده | ||
These days, technology is an inseparable part of our lives. There is still comparatively little research into effective podcast or vodcast design and students’ perceptions and attitudes towards this method. In the present study, the purpose is to clarify the impact of podcasts and vodcasts on motivated learners’ improvement in listening skills. The researchers used purposive sampling, and learners were divided into control and experimental groups. To this end, a validated version of a questionnaire that shows the degree of interest in improving listening skills was used to select a good number of motivated learners. Among the selected learners, 250 intermediate and advanced learners aged 18-35 who were studying English as a foreign language in Ayandegera Institute in 2020 were asked to fill out two questionnaires. Among 60 podcast files and 50 vodcast files, 10 podcasts and 10 vodcasts were chosen according to content validity ratio (CVR) and content validity index (CVI) (0.42, 0.79) formula. The design of the study was experimental. In the current study, descriptive statistics and ANCOVA tests were applied in the analysis of the quantitative data. It was implied that there was a significant difference between the pre-test and post-test scores of the experimental group in both podcast and vodcast groups, whereas there was little significant difference between the pre-test and post-test scores of the control group. Also, the findings showed that there was no significant difference between listening to podcasts and watching vodcasts. | ||
کلیدواژهها | ||
listening skill؛ podcast؛ teaching English؛ technology؛ vodcast | ||
عنوان مقاله [English] | ||
تأثیر پادکستها و وادکستها در میان زبانآموزان انگلیسی با انگیزه: سطوح متفاوت مهارت شنیداری | ||
نویسندگان [English] | ||
شادی یگانه1؛ سیروس ایزدپناه2 | ||
1کارشناس ارشد آموزش زبان انگلیسی، گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد زنجان، زنجان، ایران | ||
2استادیار، گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد زنجان، زنجان، ایران. | ||
چکیده [English] | ||
این روزها، فناوری بخشی جداییناپذیرِ زندگی ما است. در رابطه با پادکستهای مؤثر و یا طراحی وادکستها و ادراک و نگرش دانشآموزان نسبت به این روشها، تحقیقات نسبتاً کمی وجود دارد. در پژوهش حاضر، هدف، تبیینِ تأثیر پادکستها و وادکستها بر پیشرفت زبانآموزان باانگیزه، در خصوصِ مهارت شنیداری است. نگارندگان از نمونهگیری هدفمند استفاده کردند و فراگیران به دو گروه کنترل و یک گروه آزمایش دستهبندی شدند. به این منظور، از نسخه معتبر پرسشنامه که نمایانگر میزان علاقه به بهبود مهارت شنیداری است، برای انتخاب شمار مناسبی از یادگیرندگانِ باانگیزه، استفاده شد. در میان زبانآموزان منتخب، از 250 زبان آموز متوسط و پیشرفتة 18 تا 35 ساله که در سال 2020 انگلیسی را به عنوان زبان خارجی در مؤسسه آیندهگرا فرا میگرفتند، درخواست شد، دو پرسشنامه را پر کنند. از بین 60 پادکست و 50 وادکست، 10 پادکست و 10 وادکست بر مبنای فرمول نسبت اعتبار محتوا و شاخص اعتبار محتوا (79. 0 ،42. 0) انتخاب شدند. طرح پژوهش از نوع تجربی بود. در مطالعه حاضر، از آمار توصیفی و آزمونهای آنکووا در تجزیه و تحلیل دادههای کمی بهره گرفته شد. نتیجه آن بود که بین نمرههای پیشآزمون و پسآزمونِ گروه آزمایشی در هر دو گروه پادکست و ووادکست اختلاف معناداری وجود دارد، در حالی که بین نمرات پیشآزمون و پسآزمون گروه کنترل اختلاف معناداری وجود ندارد. همچنین، یافتهها نشان داد که اختلاف معناداری میانِ گوش دادن به پادکستها یا تماشای وادکستها وجود ندارد. | ||
کلیدواژهها [English] | ||
مهارت شنیداری, پادکست, آموزش انگلیسی, فناوری, وادکست | ||
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