پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 161 |
| تعداد شماره‌ها | 6,532 |
| تعداد مقالات | 70,501 |
| تعداد مشاهده مقاله | 124,099,477 |
| تعداد دریافت فایل اصل مقاله | 97,206,946 |
طراحی، اعتبارسنجی و کاربرد پرسشنامه دانش یادگیری زبان به کمک رایانه برای یادگیرندگان زبان انگلیسی و رابطه آن با مهارتهای نوشتاری | ||
| پژوهشهای زبانشناختی در زبانهای خارجی | ||
| مقاله 6، دوره 5، شماره 2، مهر 1394، صفحه 309-333 اصل مقاله (377.55 K) | ||
| نوع مقاله: علمی پژوهشی(عادی) | ||
| شناسه دیجیتال (DOI): 10.22059/jflr.2015.62552 | ||
| نویسندگان | ||
| قاسم مدرسی؛ حسین شمس حسینی* | ||
| گروه زبان انگلیسی، واحد قوچان، دانشگاه آزاد اسلامی، قوچان، ایران | ||
| چکیده | ||
| یادگیری زبان به‌کمک رایانه (CALL)، جستجو و مطالعه دربارۀ کاربردهای رایانه در آموزش و یادگیری زبان است. در مرحلۀ اول این مطالعه، با 12 کارشناس و مدرس دانشگاه مصاحبه شد که درآن مضمون‌های مشترک در بارۀ نیاز یادگیرندگان به CALL به‌دست آمد. در مرحلۀ دوم، پایایی و اعتبار پرسشنامه با شرکت 256 نفر و با استفاده از بررسی عاملی و مدل‌سازی معادلات ساختاری مشخص شد، و پرسشنامه معتبر شدۀ دانش CALL برای یادگیرندگان زبان نامیده شد. در مرحلۀ سوم، نتایج حاصل از ضریب همبستگی پیرسون نشان داد که بین دانش CALL برای یادگیرندگان زبان، که تعداد آن‌ها 122 نفربود، و کارکرد نوشتاری آن‌ها در آزمون تافل اینترنت محور، رابطۀ معنادار مثبت و متوسطی وجود دارد [r=.34, n=122, p<.05]. در مرحلۀ آخر، نتایج نشان داد که سرعت تایپ کردن در رابطه بین دانش CALL و کارکرد نوشتاری یادگیرندگان تاثیر می‌گذارد. این مطالعه، کاربردهای عملی برای یادگیرندگان، معلمان و برنامه‌ریزان درسی دارد. | ||
| کلیدواژه‌ها | ||
| دانش CALL؛ مواد آموزشی با کمک رایانه؛ تافل اینترنت محور؛ مهارت نوشتاری؛ مدل‌سازی معادلات ساختاری | ||
| عنوان مقاله [English] | ||
| Construction, Validation and Application of CALL Knowledge Scale for EFL Learners and its Relationship with their L2 Writing Skills | ||
| نویسندگان [English] | ||
| Ghasem Modarresi؛ Hossein Shams Hosseini | ||
| Department of English, Quchan Branch, Islamic Azad University, Quchan, Iran | ||
| چکیده [English] | ||
| Computer-assisted Language Learning (CALL) is defined as the search for and study of the applications of the computer to language teaching and learning. During the first phase of the study, the researchers found out the most commonalities emerged from the interviews with 12 experts and university teachers. During the second phase, the reliability and validity of the questionnaire were determined by means of FA and SEM and the validated questionnaire was named EFL learners’ CALL Knowledge. 256 students participated in this phase. During the third phase, the results of Pearson Correlation confirmed that there was a medium, positive correlation between EFL learners’ CALL knowledge (N=122) and their writing performance on IBT TOEFL Examination [r=.34, n=122, p<.05]. During the last phase, the results confirmed typing speed could moderate the relationship between EFL learners’ CALL knowledge and their writing performance. The study offered practical implications for L2 learners, teachers and syllabus designers. | ||
| کلیدواژه‌ها [English] | ||
| CALL knowledge, Computer-aided materials, TOEFL IBT, Writing skill, SEM | ||
| مراجع | ||
|
منابع Bax, S. (2003). CALL- past, present and future. System, 31, 13-28. Beatty, K. (2013). Teaching & researching: Computer-assisted language learning. London: Routledge. Cameron, K. (1999). CALL: Media, design and applications. Lisse: Swets&Zeithlinger. Cohen, J. (1992). Quantitative methods in psychology. Psychological Bulletins, 112 (1), 155-159. Davies, G. (2006). Language education, computer-assisted. Elsevier, 23, 460-470. Davoudi, L., Gorjian, B., &Pazharkh, A. (2013). The role of post-task call approach in teaching writing accuracy among advanced EFL learners. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4 (4), 228-245. Delcloque, P. (2000). History of CALL. Received Jan 3, 2015 from: http://www.history-of-call.org Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press. Educational Testing Service. (2004). TOEFL: Test and score data summary: 2003–04 test year data. Princeton, NJ: ETS. Egbert, J., & Hanson-Smith, E. (1999), CALL environments: Research, practice, and critical issues. Alexandria, VA: Teachers of English to Speakers of Other Languages. Egbert, J., Paulus, T. M., &Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning & Technology, 6 (3), 108-126. Fang, Y. (2010). Perceptions of the computer-assisted writing program among EFL college learners. Journal of Educational Technology & Society, 13(3), 246-256. Farhadi, H., Jafarpur, A. &Birjandi, P. (1994). Testing language skills: From theory to practice. Tehran: SAMT. Fotos, S., & Browne, C. M. (2004). The development of CALL and current options. In S. Fotos& C. M. Browne (Eds), New perspectives on CALL for second language classrooms (pp. 3-14). NJ: Lawrence Erlbaum Associates, Inc. Gillespie, J. H., & Barr, J. (2002). Resistance, reluctance and radicalism: A study of staff reaction to the adaptation of CALL in modern languages departments. ReCALL, 14 (1), 120-132. Healy, D. (1999). Theory and research: Autonomy and language learning. In J. Egbert & E. Hanson-Smith (Eds.), CALL environments: Research, practice, and critical issues (pp. 391-402). Alexandria, VA: Teachers of English to Speakers of Other Languages. Johnson, E. M. (2002). The role of computer-supported discussion for language teacher education: What do the students say? CALICO Journal, 20(1), 59-79. Kern, R., & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). New York: Cambridge University Press. Kline, R. B. (2011). Principles and practice of structural equation modeling(3rd ed.). New York, NY: Guilford Press. Lai, C. C., &Kritsonis, W. A. (2006). The advantages and disadvantages of computer technology in second language acquisition. National Journal for Publishing and Mentoring Doctoral Student Research, 3 (1), 1-6. Lambropoulos, N., Christopoulou, M., and Vlachos, K. (2006). Culture-based language learning objects: A CALL approach for a ubiquitous world. In P. Zaphiris, & G. Zacharia, Computer-aided language learning (pp. 22-43). London: Information Science Publishing. Lamy, M. N. &Goodfellow, R. (1999). Reflective conversation in the virtual language classroom. Language Learning and Technology, 2, 43-61. Le Compete, M, D., & J, Preissle (1993). Ethnography and qualitative design in educational research. New York: Academic Press. Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. New York: Oxford University Press. Li, J. (2006). The mediation of technology in ESL writing and its implication for writing assessment. Assessing Writing, 11 (1), 5-21. Li, J., & Cumming, A. (2001). Word processing and ESL writing: A longitudinal case study. International Journal of English Studies, 1, 127-152. Modarresi, Gh., & Alavi, S. M. (2014). Designing and validating a test battery of computerized dynamic assessment of grammar. TELL 8 (2), 1-29. Noblitt, J., Sola, D. F., & Pet, W. J. A. (1987). Systeme-D: Writing Assistant for French (Version 1.0). Boston: Heinle. Pennington, M. (2004). Electronic media in second language writing: An overview of tools and research findings. New perspectives on CALL for second language classrooms, 69-92. Slattery, P. J., & Kowalski, R. (1998). On screen: The composing processes of first-year and upper-level college students. Computers and Composition, 15, 61-81. Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory (2nd ed.). Sage Publications: London. Street, B., Pishghadam, R., Zeinali, Sh. (2015). Changes and challenges of literacy practices: A case of a village in Iran. IJSCL, 3(1), 16-27. Tabachnick, B. G., &Fidell, L. S. (2001). Using multivariate statistics (4th edn). New York: HarperCollins. Tafazoli, D., &Golshan, N. (2014). Review of computer-assisted language learning: History, merits & barriers. International Journal of Language and Linguistics, 2 (5), 32-38. Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58, 357–400. Vygotsky, L. (1978). Mind in society. US: President and Fellows of Harvard College. Warschauer, M. (1995). E-mail for English teaching. Alexandria, VA: TESOLPublications. Warschauer, M., & Healey, D. (1998). Computers and language learning: an overview. Language Teaching, 31, 57–71. Retieved Jan 1, 2010 from: http://www.lll.hawaii.edu/web/faculty/markw/overview.html Yaghoobi, S., &Pishghadam, R. (2015). Technology and the future of Iran’s English language teaching. Symposium on language, culture, and technology in a connected world. Zaini, A., &Mazdayasna, G. (2014). The effect of computer assisted language learning on the development of EFL learners’ writing skills. Procedia-Social and Behavioral Sciences, 98, 1975-1982. | ||
|
آمار تعداد مشاهده مقاله: 1,050 تعداد دریافت فایل اصل مقاله: 678 |
||