نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشآموختة کارشناسی ارشد آموزش زبان انگلیسی، گروه آموزش و مترجمی زبان انگلیسی، دانشگاه آزاد اسلامی، کرج، ایران
2 دانشیار گروه آموزش و مترجمی زبان انگلیسی، هیأت علمی دانشگاه آزاد اسلامی، کرج، ایران
چکیده
پژوهش حاضر به بررسی تأثیر تدریس چندرسانهای بر روانی، صحت، و پیچیدگی در نگارش زبانآموزان ایرانی در دو بستر نگارش مشارکتی و انفرادی پرداختهاست. برای یافتن پاسخ پرسش پژوهش مبنی بر اینکه آیا تدریس چندرسانهای تأثیری در پیچیدگی، صحت، و روانی نگارش انفرادی و مشارکتی زبانآموزان زبان انگلیسی سطح متوسط ایرانی دارد یا خیر، مقالة حاضر با مدل شبه تجربی پیش آزمون-پس آزمون انجام شد. به این منظور، 60 زبانآموز زن و مرد از میان 100 نفر بر اساس عملکردشان در آزمون تعیین سطح آکسفورد (Allan, 2007) انتخاب شده و به دو گروه تجربی تدریس چندرسانه ای انفرادی و گروهی دستهبندی شدند. سپس، هر دو گروه مقالهای توصیفی به عنوان پیشآزمون نوشتند، در هشت جلسه تدریس چندرسانهای شرکت کردند و در پایان هم مقالة توصیفی دیگری به عنوان پسآزمون نوشتند. این مقالهها با استفاده از فرمولهای اسکیهان و فاستر (Skehan & Foster, 1996) ویرایش شده و نمرههای بهدستآمده وارد اس.پی.اس.اس شد. نمرهها با استفاده از یک تحلیل واریانس چندمتغیره و سه تحلیل واریانس دوسویه سنجش مکرر تحلیل شدند. یافتههای بهدستآمده نشان داد که تدریس چندرسانهای تأثیر قابلِ توجهی در بهبود عملکرد زبانآموزان هر دو گروه در پیچیدگی، صحت، و روانی نگارش داشتهاست. بنابراین، دستاندرکاران آموزش میتوانند در مورد بهرهگیری از آموزش چندرسانهای برای بهبود پیچیدگی، صحت، و روانی نگارش انفرادی و مشارکتی زبانآموزان تصمیمهای مهمی بگیرند.
کلیدواژهها
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 Danande 1
- Zohre Mohamadi Zenouzagh 2
1 MA graduate, Department of English Teaching and Translation, Karaj branch, Islamic Azad University, Karaj, Iran
2 Associate Professor, Department of English Teaching and Translation, Karaj Branch, Islamic Azad University, Karaj; Iran
چکیده [English]
The main purpose of the present study was to find out the possible effects of multimedia teaching on the three writing qualities of complexity, accuracy, and fluency (CAF) of the learners when writing individually or in collaboration with others. According to Cohen (2003), the way through which a learner does the task of writing is an essential factor in successful use of the cognitive and metacognitive processes associated with writing tasks, and this is, in fact, the reason why the researchers of the current inquiry focused on multimedia teaching, which means using videos, clips, movies, etc. in teaching, in carrying out this research. A further point is that as Wigglesworth and Storch (2012) asserted, students are frequently asked to work in pairs or groups to fulfill written assignments and this permits them to pool their linguistic resources since they have the opportunity to consult each other about different ideas, ways of providing the ideas, and even grammatical problems they may have in expressing the ideas.
کلیدواژهها [English]
- Accuracy
- Complexity
- Fluency
- Modality
- Multimedia teaching
- Writing
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