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تأثیر آموزش نگارش به شیوه ی انفرادی و مشارکتی بر روانی، صحت، و پیچیدگی مهارت نوشتاری دانش آموزان سطح متوسط ایرانی: آموزش چندرسانه ای | ||
| زبان پژوهی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 16 بهمن 1400 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jlr.2022.36873.2060 | ||
| نویسندگان | ||
سمیرا داننده1؛ زهره محمدی زنوزق  2
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| 1فارغ ااتحصیل کارشناسی ارشد آموزش زبان انگلیسی، واحد کرج دانشگاه آزاد اسلامی، کرج، ایران | ||
| 2دانشیار گروه آموزش و مترجمی زبان انگلیسی، واحد کرج دانشگاه آزاد اسلامی، کرج، ایران | ||
| چکیده | ||
| پژوهش حاضر به بررسی تأثیر آموزش نگارش به شیوه های انفرادی و مشارکتی و با بهره گیری از فناوری چندرسانه ای بر روانی ، صحت ، و پیچیدگی مهارت نوشتاری زبان آموزان ایرانی پرداخته است. برای یافتن پاسخ پرسش پژوهش مبنی بر اینکه آیا این دو شیوه ی آموزش، تأثیری در پیچیدگی، صحت، و روانی نگارش زبان آموزان زبان انگلیسی سطح متوسط ایرانی دارد یا خیر، پژوهش حاضر با مدل شبه تجربی پیش آزمون-پس آزمون انجام شد. بدین منظور، 60 زبان آموز خانم و آقا از میان 100 نفر بر اساس عملکردشان در آزمون تعیین سطح آکسفورد (2007) انتخاب و به دو گروه تجربی آموزش چندرسانه ای انفرادی و مشارکتی تقسیم شدند. سپس، هر دو گروه مقاله ای توصیفی به عنوان پیش آزمون نوشتند، در هشت جلسه آموزش چندرسانه ای شرکت کردند، و در پایان هم مقاله ی توصیفی دیگری به عنوان پس آزمون نوشتند. این مقالات با فرمول های فاسترو اسکیهان (1996) تدرست شده و نمرات به دست آمده با استفاده از یک بررسی واریانس چندمتغیره و سه بررسی واریانس دوسویه سنجش مکرر بررسی شدند. نتایج نشان داد که شیوه های آموزش انفرادی و مشارکتی تأثیر قابل توجهی در بهبود عملکرد زبان آموزان هر دو گروه در پیچیدگی، صحت، و روانی نگارش داشته است. بنابراین، متولیان آموزش میتوانند در خصوص استفاده از شیوه های انفرادی و مشارکتی و فناوری چندرسانه ای برای بهبود پیچیدگی، صحت، و روانی زبان آموزان تصمیمات مهم اتخاذ کنند. | ||
| کلیدواژه‌ها | ||
| نگارش انفرادی و مشارکتی؛ آموزش چندرسانه ای؛ پیچیدگی؛ صحت؛ روانی | ||
| عنوان مقاله [English] | ||
| The Effect of Individual and Collaborative Writing on Fluency, Accuracy and Complexity of Writing Performance of Iranian Intermediate Learners: Mediating Role of multimodal instruction | ||
| نویسندگان [English] | ||
| Samira Danande1؛ zohre Mohamadi Zenouzagh2 | ||
| 1English Teaching and Translation Department, Karaj Branch, Karaj, Iran | ||
| 2Department of English Teaching and Translation, Karaj Branch,, Islamic Azad Univeristy, Karaj, Iran. | ||
| چکیده [English] | ||
| The main purpose of the present study was to find out the possible effects of individual and collaborative teaching of writing through multimedia on learners’ three writing qualities of complexity, accuracy, and fluency (CAF). To this end, from among 100 intermediate EFL learners’ 6o participants were selected on the basis of their scores on Oxford Placement Test and assigned into two experimental groups of individual and collaborative writing. At first, 60 male and female non-English intermediate Iranian EFL students aged from 12 to 18 studying in an institution in Karaj were selected from among 100 learners through an Oxford Placement Test (2007) who participated in two classes. The two groups participated in ten 105-minute sessions. The first and the last sessions were allocated to administering the pretest and the posttest. During the other eight sessions, the treatment was held. One of the groups had individual essay writing, and the other had collaborative essay writing during the course. In the collaborative group, the learners were divided into different groups and each group was supposed to hand in an essay. The participants of the groups were fixed up to the end of the research. First of all, the teacher gave a pretest of writing to all the students in both groups. As the pretest, learners were supposed to write a descriptive essay with a title related to the content of their course book (Top Notch 1B, 3rd ed.). Then complexity, accuracy, and fluency of their writing were measured through the formula proposed by Skehan and Foster (1996) that are mentioned earlier. The essays were also scored by two raters using an evaluation rubric in order to enable the researcher to check the reliability of the tests. After that, the teacher taught the students how to develop an essay during 8 sessions by means of multimedia. For instance, in a session, the general format of an essay was taught through multimedia. That is, the schematic representation of an essay including no wording was displayed and the information related to the details and the content of each paragraph along with its name appeared on the screen one by one. In the next step then, a complete essay was displayed on which the learners were supposed to identify different sections and details. Finally, they were given a topic related to the content of their course book to write about and checking the students’ essays showed that they benefitted a lot from the instruction. Each session, students were asked to write an essay as an assignment on a specific topic. In the first group, the students wrote the essay individually. Each learner wrote his/her ideas and thought about the given topic by himself/herself. In the second group, on the other hand, the students had collaborative writing in groups of five. The groups also made a Telegram group in order to exchange their ideas when they were at home to do their assignment. At the end of the course, the students took a posttest, a class individually and the other collaboratively. Their work was analyzed again. The teacher measured the fluency, accuracy, and complexity of their writings to check their improvement and the role of multimedia teaching on writing fluency, accuracy, and complexity, also to figure out whether this kind of improvement is more met in individual writing or when a group of students were collaborating together to produce a writing text. Besides, whether or not the writing modality mediated the writing complexity, accuracy, or fluency of the learners was a point assessed through MANOVA. After pretest and analyzing the derived data, the multimedia teaching administered during 8 sessions as the treatment in both groups in the same way. Then, the posttest was run to find out if the multimedia teaching made any changes in the students’ writing skill. Since each student was being treated in the same way and by the same materials, any changes we noticed across the group of participants were from the treatment. In order to check and analyze the existence of any changes, a MANOVA and three repeated-measures two way ANOVAs were run to compare the individual and collaborative groups’ means on the pretests and posttests of writing complexity, fluency and accuracy. The homogeneity of covariance matrices and homogeneity of variances were met on posttests of accuracy, complexity, and fluency. The results of the MANOVA represented a large effect size. Therefore, teaching English writing by multimedia, the learners would produce more fluent and accurate writing. The results indicate teaching practitioners should make principled decision on which in implementing multimodal teaching in two writing modalities when the objectives of writing program are accuracy, fluency or complexity of language. The results of the analyses showed that participants of both groups benefitted from their own specific instruction to a considerable extent while individual group outperformed the other slightly on the posttest of writing fluency. Therefore, both individual and collaborative teaching of writing through multimedia are useful ways of helping learners develop their writing. | ||
| کلیدواژه‌ها [English] | ||
| Individual and collaborative writing, multi modal instruction, Complexity, Accuracy, Fluency | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 29 |
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