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The Impact of Integrating Blended Learning with Task-Based Language Learning on Reading Comprehension of Iranian EFL Learners | ||
| Journal of Language Horizons | ||
| دوره 5، شماره 1 - شماره پیاپی 9، فروردین 2021، صفحه 125-144 اصل مقاله (519.33 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.32604.1351 | ||
| نویسندگان | ||
| Amirnader Elahi1؛ Davood Mashhadi Heidar* 2 | ||
| 1PhD Candidate, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran. | ||
| 2Assistant Professor, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran. | ||
| چکیده | ||
| Task-based language learning and blended learning have become an ideology in modern EFL teaching and are considered to be an effective trend in teaching English as a foreign language. Thus, the present study explored the effect of integrating blended language learning into task-based language learning on Iranian male and female intermediate EFL learners’ reading comprehension ability. Initially, four groups including two experimental groups and two control groups were formed. The two experimental groups were taught through blended integrated task-based language learning. In so doing, Staker and Horn’s (2012) blended learning model was integrated into Ellis’ (2017) task-based model in order to improve participants’ reading comprehension ability. In this innovative approach, learners were involved in a series of offline and online focused and unfocused task-based reading comprehension activities, whereas the control groups were taught through conventional reading comprehension methods using traditional reading strategies. Accordingly, the results of ANCOVA indicated that learners in the experimental groups obtained considerably higher scores than those in the control groups. Further, the results of two-way ANOVA depicted that there was no substantial difference between the female and male learners across groups. Finally, the pedagogical implications of this study suggested that curriculum designers and materials developers can incorporate the innovative notion of integrating blended learning into task-based language learning method to transform the learning environment into more student-centered classrooms. More importantly, the teachers can develop learners’ critical thinking and metacognitive skills by designing interactive reading comprehension online tasks. | ||
| کلیدواژهها | ||
| hybrid/blended learning؛ task-based language learning؛ reading comprehension؛ reading strategies؛ gender | ||
| عنوان مقاله [English] | ||
| تأثیر تلفیق یادگیری ترکیبی با روش یادگیری فعالیت-محور زبان بر خواندن و درک مطلب زبانآموزان انگلیسی به عنوان زبان خارجی در ایران | ||
| نویسندگان [English] | ||
| امیرنادر الهی1؛ داود مشهدی حیدر2 | ||
| 1دانشجوی دوره دکتری، رشته آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تنکابن، تنکابن، ایران. | ||
| 2استادیار، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تنکابن، تنکابن، ایران. | ||
| چکیده [English] | ||
| روشِ یادگیریِ فعالیت-محورِ زبان و یادگیری ترکیبی، به یک ایدئولوژی در حوزة آموزشِ زبان انگلیسی تبدیل شدهاند و یکی از موثرترین جریانها در آموزش زبان انگلیسی به عنوان زبان خارجی به شمار میآیند. بنابراین، پژوهشِ کنونی، به بررسی تأثیر ادغامِ یادگیریِ ترکیبیِ زبان در روش فعالیت-محور یادگیری زبان در زمینة توانایی خواندن و درک مطلب زبانآموزان سطح متوسط دختر و پسر ایرانی میپردازد. در ابتدا، چهار گروه شامل دو گروه آزمایشی و دو گروه کنترل تشکیل شدند. دو گروه آزمایشی، از طریق تلفیق یادگیری ترکیبی با فعالیت-محور آموزش دیدند. در این روش آموزشی، مدل یادگیری ترکیبی استیکر و هورن (2012) با مدل فعالیت-محور الیس (2017) تلفیق شد تا توانایی درک مطلب خواندن شرکتکنندهها بهبود یابد. در این راهبرد نوآورانه، زبانآموزان با مجموعهای از فعالیتهای خواندن و درک مطلب برخط و حضوری متمرکز و غیر متمرکز فعالیت-محور سر و کار داشتند. در حالی که گروه کنترل با استفاده از راهبردهای سنتی از طریق روشهای معمول خواندن و درک مطلب آموزش دیدند. بر این مبنا، یافتههای تحلیل کوواریانس نشان داد که فراگیران در گروههای آزمایشی، در مقایسه با گروههای کنترل به مراتب نمرات بالاتری کسب کردند. افزون بر این، یافتههای تحلیلِ واریانس دوطرفه نشاندهندة آن است که هیچ تفاوت معناداری میان عملکرد پسرها و دخترها در دو گروه وجود ندارد. سرانجام، بر مبنایِ کاربردهای آموزشی این پژوهش، طراحان برنامه درسی میتوانند این مفهوم نوآورانة ادغام یادگیری ترکیبی در روش یادگیری فعالیت-محور زبان را در برنامههای آموزشی بگنجانند تا محیط یادگیری کلاس، به محیط دانشآموز-محور تغییر کند. مهمتر اینکه، معلمان نیز با طراحی فعالیتهای برخط و تعاملی خواندن و درک مطلب میتوانند تفکر انتقادی و مهارتهای فراشناختی را در زبانآموزان گسترش دهند. | ||
| کلیدواژهها [English] | ||
| یادگیری ترکیبی/ پیوندی, یادگیری فعالیتمحور زبان, درک مطلب خواندن, راهبردهای خواندن, جنسیت | ||
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