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عربلو, پریسا, همتی, فاطمه, روحی, افسر, خدابنده, فرزانه. (1400). تاثیر آموزش پروژه‌محور مبتنی بر فناوری بر مهارت های زبان انگلیسی و خودتنظیمی دانش‌آموزان. , 11(2), 273-295. doi: 10.22059/jflr.2021.316780.798
پریسا عربلو; فاطمه همتی; افسر روحی; فرزانه خدابنده. "تاثیر آموزش پروژه‌محور مبتنی بر فناوری بر مهارت های زبان انگلیسی و خودتنظیمی دانش‌آموزان". , 11, 2, 1400, 273-295. doi: 10.22059/jflr.2021.316780.798
عربلو, پریسا, همتی, فاطمه, روحی, افسر, خدابنده, فرزانه. (1400). 'تاثیر آموزش پروژه‌محور مبتنی بر فناوری بر مهارت های زبان انگلیسی و خودتنظیمی دانش‌آموزان', , 11(2), pp. 273-295. doi: 10.22059/jflr.2021.316780.798
عربلو, پریسا, همتی, فاطمه, روحی, افسر, خدابنده, فرزانه. تاثیر آموزش پروژه‌محور مبتنی بر فناوری بر مهارت های زبان انگلیسی و خودتنظیمی دانش‌آموزان. , 1400; 11(2): 273-295. doi: 10.22059/jflr.2021.316780.798

تاثیر آموزش پروژه‌محور مبتنی بر فناوری بر مهارت های زبان انگلیسی و خودتنظیمی دانش‌آموزان

پژوهشهای زبانشناختی در زبانهای خارجی
دوره 11، شماره 2، شهریور 1400، صفحه 273-295    اصل مقاله (1.55 M)
نوع مقاله: علمی پژوهشی(عادی)
شناسه دیجیتال (DOI): 10.22059/jflr.2021.316780.798
نویسندگان
پریسا عربلو1؛ فاطمه همتی2؛ افسر روحی* 3؛ فرزانه خدابنده4
1دانشجوی دکترای آموزش زبان انگلیسی دانشگاه پیام نور، تهران، ایران
2دانشیار آموزش زبان انگلیسی دانشگاه پیام نور، تهران، ایران
3دانشیار آموزش زبان انگلیسی دانشگاه محقق اردبیلی، اردبیل، ایران
4استادیار آموزش زبان انگلیسی دانشگاه پیام نور، تهران، ایران
چکیده
در دنیای رقابتی مبتنی بر فناوری امروز، سیستم­های آموزشی صرفاً با گنجاندن فعالیت­هایی در راستای تقویت مهارت­های قرن 21­ام (21st century learning) قادر خواهند بود شکاف موجود بین دانش هر شاخه­ای از علم و امکان استفاده از این دانش را پر کنند. این مطالعه به بررسی تاثیر بکارگیری رویکرد آموزشی پروژه­محورِ مبتنی بر فناوری­های روز بر مهارت زبان انگلیسی و یادگیری خودتنظیمی پرداخته است. برای این منظور، ۶۸ زبان­آموزدر­دسترس با سطح متوسط زبان انگلیسی انتخاب و پس از حصول اطمینان از همگن بودن آنها به لحاظ سطح مهارت زبان انگلیسی،  به یک گروه آزمایشی و یک گروه گواه تقسیم شدند.
همچنین، پیش از آغاز پژوهش، توان خودتنظیمی آزمودنی­ها از طریق یک پرسشنامه استانداردمورد سنجش قرار گرفت. در طول اجرای پژوهش، آزمودنی­های گروه آزمایشی افزون بر برخوداری از آموزش­های متداول دوره، در ۲۴ پروژه کوتاه­مدت و 7 پروژه بلند­مدت از فناوری­های آموزشی متنوع بهره­مند شدند. آزمودنی­های گروه گواه تنها از آموزش­های متداول دوره برخوردار شدند. در پایان دورۀ پژوهش، میزان یادگیری مهارت­های زبان انگلیسی آنها با استفاده از یک آزمون محتوامحور و میزان یادگیری خودتنظیمی مورد ارزیابی قرار گرفت. نتایج تحلیل­های کوواریانس انجام شده تاثیر معنی­دار روش یادگیری پروژه­محور مبتنی بر فناوری بر هر دو متغیر تحت بررسی (مهارت­های زبان انگلیسی وخودتنظیمی) را نشان داد.
کلیدواژه‌ها
"خود‌تنظیمی"؛ "مهارت‌های قرن 21"؛ "یادگیری پروژه محور"؛ "فناوری‌های آموزشی"؛ "آموزش زبان"
عنوان مقاله [English]
The Effect of Technology-aided Project-based Learning on EFL Learners' Language Proficiency and Self-Regulation
نویسندگان [English]
Parisa Arabloo1؛ Fatemeh Hemmati2؛ َAfsar Rouhi3؛ Farzaneh Khodabandeh4
1Payame Noor University, Tehran, Iran
2Payame Noor University, Tehran, Iran
3Department of Foreign Languages, University of Mohaghegh Ardabili
4Department of linguistics and language teaching, Payame Noor University
چکیده [English]
To help students progress in today’s technology-aided competing universe, along with fostering knowledge acquisition in any particular field, educational systems are supposed to incorporate 21st century skills into teaching to fill the gap between students' knowledge of the field and the competencies required to use the acquired knowledge. This study sought to explore whether the incorporation of technology and project-based learning into the mainstream English teaching classrooms contributes to the development of linguistic competence as well as self-regulation, as one of the indices of 21st century learning. To accomplish such an objective, a quasi-experimental design was employed and two intact classes, including 68 Iranian leaners of English, were assigned to an experimental and a control group. Along with benefiting from a multi-skill textbook-oriented language instruction, the participants in the experimental group dealt with a variety of small- and large-scale technology-aided projects. The control group’s participants, on the other hand, received a multi-skill textbook-oriented language instruction in the absence of any technology-aided projects. All the participants were gauged in terms of English proficiency and self-regulation, before and after receiving the instruction. Based on the comparative results drawn from an analysis of covariance (ANCOVA), the technology-aided project-based instruction of the study improved the participants’ level of self-regulation and language proficiency.
کلیدواژه‌ها [English]
"self-regulation", "21st century skills", "project-based learning", "instructional technologies", "language education"
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