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Technology-Infused Empowerment: The Effect of Different Levels of Technology Integration on Anxiety among EFL Teachers | ||
Journal of Language Horizons | ||
مقاله 2، دوره 8، شماره 4 - شماره پیاپی 22، فروردین 2025، صفحه 31-56 اصل مقاله (423.59 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2024.45366.1867 | ||
نویسندگان | ||
Nasser Sabourianzadeh* ؛ Masoume Ahmadi | ||
Assistant Professor, Department of English Language Teaching, Farhangian University, Tehran, Iran | ||
چکیده | ||
While extensive research exists on learning anxiety, teaching anxiety remains a relatively unexplored area, especially in the context of technology integration and the emotional responses of English as a Foreign Language (EFL) teachers. This study examined the effectiveness of low-, mid-, and high-tech interventions in reducing teaching anxiety among Iranian EFL teachers. Ninety-six Iranian EFL teachers were randomly divided into three groups of 32 participants each and received low-tech (e.g., peer collaboration), mid-tech (e.g., mobile apps), or high-tech (e.g., ChatGPT) interventions. The participants completed the Teacher Anxiety Scale before the interventions and self-reported their baseline anxiety levels. Then, each group attended a three-day workshop and was post-tested after a one-semester interval (50 days), enabling comparisons of anxiety levels among the groups. Quantitative data analysis revealed significant differences in anxiety levels among the groups, with the high- and mid-tech interventions showing greater efficacy in reducing teaching anxiety. Qualitative data from follow-up interviews with 10 participants from each group provided further insights into anxiety reduction factors at each tech-integration level, corroborating the quantitative findings. Practical implications and future research directions are discussed. | ||
کلیدواژهها | ||
Anxiety؛ EFL teacher؛ high-tech integration؛ low-tech integration؛ mid-tech integration | ||
عنوان مقاله [English] | ||
توانمندسازی با فناوری: تاثیر سطوح مختلف ادغام فناوری بر کاهش اضطراب تدریس معلمان زبان انگلیسی | ||
نویسندگان [English] | ||
ناصر صبوریان زاده؛ معصومه احمدی | ||
استادیار، گروه آموزش زبان انگلیسی، دانشگاه فرهنگیان، تهران، ایران | ||
چکیده [English] | ||
اگرچه تحقیقات گستردهای به بررسی موضوع اضطراب یادگیری پرداختهاند، اما اضطراب تدریس، به ویژه در زمینه یکپارچهسازی فناوری و واکنشهای عاطفی معلمان زبان انگلیسی، هنوز هم حوزهای نسبتاً ناشناخته است. این مطالعه به مقایسه اثربخشی رویکردهای مختلف یکپارچهسازی فناوری در کاهش اضطراب تدریس میپردازد. به این منظور، از روش نمونهگیری تصادفی ساده استفاده شد، و بر اساس طبقهبندی زانگ (2023)، 96 معلم زبان ایرانی به صورت تصادفی به یکی از سه گروه ادغام فناوری در سطح پایین، متوسط و بالا (۳۲ نفر در هر گروه) اختصاص داده شدند. ابتدا از شرکتکنندگان درخواست شد تا پرسشنامه اضطراب معلم را قبل از مداخلات تکمیل کنند. سپس با طراحی پیشآزمون، مداخله و پسآزمون با دورهی پیگیری تغییرات سطوح اضطراب این معلمان ارزیابی شد. تجزیه و تحلیل دادههای کمی تفاوتهای معنیداری را در بین گروهها نشان داد و مداخلات فناوری بالا و متوسط در کاهش اضطراب تدریس در مقایسه با مداخلهی فناوری پایین اثربخشی بیشتری را به نمایش گذاشتند. مصاحبههای کیفی با 10 معلم در هر گروه، یافتههای کمی را تأیید کردند و دیدگاههای عمیقتری را در رابطه با عوامل کاهش اضطراب مرتبط با هر سطح یکپارچهسازی فناوری ارائه دادند. پیامدهای عملی و جهتگیریهای تحقیقات آینده در این مقاله مورد بحث قرار میگیرد. | ||
کلیدواژهها [English] | ||
اضطراب, معلم زبان انگلیسی, ادغام فناوری در سطح بالا, ادغام فناوری در سطح پایین, ادغام فناوری در سطح متوسط | ||
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