تعداد نشریات | 161 |
تعداد شمارهها | 6,539 |
تعداد مقالات | 70,537 |
تعداد مشاهده مقاله | 124,174,101 |
تعداد دریافت فایل اصل مقاله | 97,279,831 |
شیوههای تدریس معلمان و باورهای آنها در مورد بهکارگیری فناوری در آموزش زبان دوم: مطالعه موردی زبان انگلیسی بهعنوان زبان خارجی در ایران | ||
پژوهشهای زبانشناختی در زبانهای خارجی | ||
مقاله 9، دوره 11، شماره 3، آبان 1400، صفحه 511-539 اصل مقاله (1.22 M) | ||
نوع مقاله: علمی پژوهشی(عادی) | ||
شناسه دیجیتال (DOI): 10.22059/jflr.2021.329359.879 | ||
نویسندگان | ||
موسی نوشی* ؛ فرشته قاسمی | ||
دانشگاه شهید بهشتی | ||
چکیده | ||
بهکارگیری فناوری های آموزشی در یادگیری و تدریس زبان دوم در حال حاضر بسیار گسترده شده است و بسیاری از محققان تلاش کردهاند تا دیدگاههای مختلف در مورد این موضوع را بررسی کنند. علیرغم تلاشهای گسترده تحقیقاتی، مسائل مهمی مانند رابطه بین سبک های تدریس معلمان و باورهای آنها درمورد بهکارگیری فناوری در آموزش زبان دوم نادیده گرفته شده است. این مطالعه به بررسی سبک تدریس 90 معلم ایرانی زبان انگلیسی و باورهای آنها در مورد آموزش زبان انگلیسی به کمک فناوری میپردازد. به این منظور یک روش ترکیبی با ادغام دو پرسشنامه و یک مصاحبه، به کار گرفته شد. نتایج حاصل از پرسشنامهها نشان داد که معلمان ایرانی زبان انگلیسی سبک تدریس معلم محور را ترجیح میدهند و نگرش مثبتی به کاربرد فناوری در آموزش زبان انگلیسی دارند. آزمونهای همبستگی پیرسون همچنین نشان داد که بین سبکهای آموزشی معلمان و باورهای آنها در مورد بهکارگیری فناوری در آموزش زبان انگلیسی، رابطه معناداری وجود دارد. بر اساس نتیجه مصاحبه ها، اکثر مصاحبه شوندگان باورهای مثبتی نسبت به بهکارگیری فناوری داشتند، بنابراین نتایج به دست آمده از مرحله اولیه مطالعه (پرسشنامه) تأیید شد. این یافتهها ارتباط بین سبکهای تدریس معلمان و باورهای آنها در مورد بهکارگیری فناوری در آموزش زبان انگلیسی را برجسته میکند. | ||
کلیدواژهها | ||
فناوری؛ یادگیری زبان به کمک رایانه؛ معلمان زبان انگلیسی به عنوان زبان خارجی؛ باورهای آموزشی؛ سبکهای تدریس | ||
عنوان مقاله [English] | ||
Teachers’ Teaching Styles and their Beliefs about Incorporating Technology into L2 Instruction: The Case of Iranian EFL Context | ||
نویسندگان [English] | ||
Musa Nushi؛ Fereshteh Ghasemi | ||
Shahid Beheshti University | ||
چکیده [English] | ||
Integration of educational technologies in second language (L2) learning and teaching has now become widespread and many researchers have attempted to investigate the different perspectives on the topic. Despite the extensive research efforts, important issues such as the relationship between teachers' teaching styles and their beliefs toward the technological use in L2 pedagogy have been overlooked. This study examines 90 Iranian EFL teachers' teaching styles and their beliefs about technology-supported L2 instruction. A mixed-methods approach, integrating two questionnaires and an interview, was employed. Results from the questionnaires suggested that Iranian EFL teachers prefer teacher-centered styles of instruction and that they hold positive attitudes toward application of technology in EFL instruction. The Pearson-Product Moment Correlation tests also revealed that there was a significant relationship between the teachers’ teaching styles and their beliefs about technology integration in EFL instruction. Based on the interviews, it was concluded that most of the interviewees had positive beliefs with respect to technology integration, thus confirming the results obtained from the earlier phase of the study. The findings highlights association between teachers' teaching styles and their beliefs about technology integration in EFL education. The findings of this study can be used to increase the awareness of both EFL teachers and policymakers at institutes to realize that many elements, encompassing teachers’ teaching style and their beliefs about technology, predispose instructors to employ particular teaching styles in their classes. | ||
کلیدواژهها [English] | ||
Technology, CALL, EFL teachers, teaching beliefs, teaching styles | ||
سایر فایل های مرتبط با مقاله
|
||
مراجع | ||
Ahmed, S. T. S. (2019). Chat and learn: Effectiveness of using WhatsApp as a pedagogical tool to enhance EFL learners' reading and writing skills. International Journal of English Language and Literature Studies, 8(2), 61-68.
Ali, J. K. M., & Bin-Hady, W. R. A. (2019). A study of EFL students' attitudes, motivation and anxiety towards WhatsApp as a language learning tool. Arab World English Journal (AWEJ) Special Issue on CALL, 32(5), 289-298. https://dx.doi.org/10.24093/awej/call5.19
Arbabisarjou, A., Akbarilakeh, M., Soroush, F., & Payandeh, A. (2020) Validation and normalization of Grasha–Riechmann teaching style inventory in faculty members of Zahedan University of Medical Sciences. Advances in Medical Education and Practice, 11, 305-312. https://doi.org/10.2147/AMEP.S244313 Arabloo, P., Hemmati, F., Rouhi, A., Khodabandeh, F. (2021). The effect of technology-aided project-based Learning on EFL learners' language proficiency and self-regulation. Foreign Language Research Journal, 11(2), 273-295. doi: 10.22059/jflr.2021.316780.798
Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education. Wadsworth: Cengage Learning.
Atai, M. R., & Dashtestani, R. (2013). Iranian English for academic purposes (EAP) stakeholders' attitudes toward using the Internet in EAP courses for civil engineering students: promises and challenges. Computer Assisted Language Learning, 26(1), 21-38. https://doi.org/10.1080/09588221.2011.627872
Baek, Y., Jung, J., & Kim, B. (2008). What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers & Education, 50(1), 224-234. https://doi.org/10.1016/j.compedu.2006.05.002
Baleghizadeh, S., & Shakouri, M. (2019). Investigating the relationship between teaching styles and emotional intelligence among Iranian English instructors. Issues in Language Teaching, 8(1), 225-248.
Baz, E. H. (2016). Attitudes of Turkish EFL student teachers towards technology use. Turkish Online Journal of Educational Technology, 15(2), 1-10.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1076/call.11.2.179.5684
Chamorro, M. G., & Rey, L. (2013). Teachers’ beliefs and the integration of technology in the EFL class. How Journal, 20(1), 51-72.
Chikasha, S., Ntuli, M., Sundarjee, R., & Chikasha, J. (2014). ICT integration in teaching: An uncomfortable zone for teachers: A case of schools in Johannesburg. Education as Change, 18(1), 137-150. https://doi.org/10.1080/16823206.2013.847013
Dashtestani, R. (2012). Barriers to the implementation of CALL in EFL courses: Iranian EFL teachers' attitudes and perspectives. JALTCALL Journal, 2(8), 55-70.
Efilti, E., & Çoklar, A. (2013). The study of the relationship between teachers’ teaching styles and TPACK education competencies. World Journal on Educational Technology, 5(3), 348-357.
Elkaseh, A., Wong, K. W., & Fung, C. C. (2014). The impact of teaching and learning styles on behavioral intention to use e-learning in Libyan higher education. International Review of Contemporary Learning Research, 3(1), 25-34. https://doi:10.12785/IRCLR/030103
Enayati, F., & Gilakjani, A. P. (2020). The impact of computer assisted language learning (CALL) on improving intermediate EFL learners’ vocabulary learning. International Journal of Language Education, 4(2), 96-112. https://doi.org/10.26858/ijole.v4i2.10560
Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning. Computers & Education, 64(1), 175-182. https://doi.org/10.1016/j.compedu.2012.10.008
Ertmer, P. A., Ottenbreit-Leftwich, A., & Tondeur, J. (2015). Teacher beliefs and uses of technology to support 21st century teaching and learning. In H. R. Fives, & M. Gill (Eds.), International handbook of research on teacher beliefs (pp. 403-418). New York: Routledge.
Fan, W., & Ye, S. (2007). Teaching styles among Shanghai teachers in primary and secondary schools. Educational Psychology, 27(2), 255-272. https://doi:10.1080/01443410601066750
Fathi, J., & Ebadi, S. (2020). Exploring EFL pre-service teachers’ adoption of technology in a CALL program: obstacles, motivators, and maintenance. Education and Information Technologies, 25(5), 3897-3917. https://doi.org/10.1007/s10639-020-10146-y
Fives, H., & Gill, M. G. (Eds.). (2015). International handbook of research on teachers’ beliefs. New York: Routledge.
Gilakjani, A. P. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95-106. https://doi.org/10.5539/ijel.v7n5p95
Gilakjani, A. P., & Leong, L. M. (2012). EFL teachers’ attitudes toward using computer technology in English language teaching. Theory and Practice in Language Studies, 2(3), 630-636.
Giroux, H. A. (1994). Doing cultural studies: Youth and the challenge of pedagogy. Harvard Educational Review, 64(3), 278-308. https://doi:10.17763/haer.64.3.u27566k67qq70564
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105. https://doi.org/10.1080/09588221.2012.700315
Grasha, A. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Pittsburgh: Alliance Publishers.
Guan, N., Song, J., & Li, D. (2018). On the advantages of computer multimedia aided English teaching. Procedia Computer Science, 131, 727-732.
Han, W. (2009). Benefits and barriers of computer assisted language learning and teaching. US-China Foreign Language, 6(9), 40-43.
Hanson, P., & Robson, R. (2004). Evaluating course management technology: A pilot study. Boulder, CO: EDUCAUSE Center for Applied Research, Research Bulletin, Issue 24. http://www.educause.edu/library/ERB0424
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. https://doi.org/10.1007/s11423-006-9022-5
Holmes, B., & Gardner, J. (2006). E-learning: Concepts and practice. London: SAGE.
Hung, H.-T. (2014). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. https://doi.org/10.1080/09588221.2014.967701
Hutchison, A., & Reinking, D. (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), 312-333. https://doi.org/10.1002/RRQ.002
Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154. https://doi.org/10.1007/s11423-009-9132-y
Kalanzadeh, G. A., Soleimani, H., & Bakhtiarvand, M. (2014). Exploring the influence of using technology on Iranian EFL students’ motivation. Procedia-Social and Behavioral Sciences, 98, 814-823.
Kale, U., & Goh, D. (2014). Teaching style, ICT experience and teachers’ attitudes toward teaching with Web 2.0. Education and Information Technologies, 19(1), 41-60. https://doi.org/10.1007/s10639-012-9210-3
Karamustafaoğlu, S., Çakır, R., & Celep, A. (2015). Relationship between the attitudes of science teachers towards technology and their teaching styles. Participatory Educational Research, 2(3), 67-78. https://doi.org/10.17275/per.15.03.2.3
Kazemi, A., & Soleimani, N. (2013). On Iranian EFL teachers’ dominant teaching styles in private language centers: Teacher-centered or student-centered? International Journal of Language Learning and Applied Linguistics World, 4(1), 193-202.
Lai, C., Yeung, Y., & Hu, J. (2016). University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom. Computer Assisted Language Learning, 29(4), 703-723. https://doi.org/10.1080/09588221.2015.1016441
Lee, K. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12), 1-7.
Lee, C., Yeung, A. S., & Ip, T. (2017). University English language learners' readiness to use computer technology for self-directed learning. System, 67(2), 99-110. https://doi.org/10.1016/j.system.2017.05.001
Lin, C. Y., Huang, C. K., & Chen, C. H. (2014). Barriers to the adoption of ICT in teaching Chinese as a foreign language in US universities. ReCALL, 26(1), 100-116. https://doi.org/10.1017/S0958344013000268
Lin, J. M. C., Wang, P. Y., & Lin, I. C. (2012). Pedagogy technology: A two-dimensional model for teachers' ICT integration. British Journal of Educational Technology, 43(1), 97-108. https://doi.org/10.1111/j.1467-8535.2010.01159.x
Liu, S. H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(4), 1012-1022. https://doi.org/10.1016/j.compedu.2010.12.001
Moradian, N. (2021). The potentiality of Synchronous video-based computer-mediated communication on EFL learners' inside and outside classroom willingness to communicate and intercultural competence. Foreign Language Research Journal, 10(4), 734-751. doi: 10.22059/jflr.2021.314929.781
Mutlu, A., Eroz-Tuga, B. (2013). The role of computer-assisted language learning (CALL) in promoting learner autonomy. Eurasian Journal of Educational Research, 51, 107-122. https://eric.ed.gov/?id=ej1059921
Ngware, M. W., Oketch, M., & Mutisya, M. (2014). Does teaching style explain differences in learner achievement in low and high performing schools in Kenya? International Journal of Educational Development, 36, 3-12. https://doi.org/10.1016/j.ijedudev.2014.01.004
Nushi, M., & Eqbali, M. H. (2017). Duolingo: A mobile application to assist second language learning. Teaching English with Technology, 17(1), 89-98.
Nushi, M., & Eqbali, M. H. (2018). 50Languages: A mobile language learning application. Teaching English with Technology, 18(1), 93-104.
Pirasteh, P. (2014). The effectiveness of computer-assisted language learning (CALL) on learning grammar by Iranian EFL learners. Procedia - Social and Behavioral Sciences, 98, 1422-1427. https://doi.org/10.1016/j.sbspro.2014.03.561
Rahimi, M., & Yadollahi, S. (2011). Computer anxiety and ICT integration in English classes among Iranian EFL teachers. Procedia Computer Science, 3(1), 203-209. https://doi.org/10.1016/j.procs.2010.12.034
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63(4), 604–612. https://doi.org/10.1016/j.chb.2016.05.084
Ravitz, J., & Becker, H.J. (2000, April). Evidence for computer use being related to more constructivist practices and to changes in practice in a more constructivist-compatible direction. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: A user evaluation of the busuu app. Computer Assisted Language Learning, 31(8), 854-881. https://doi.org/10.1080/09588221.2018.1456465
Soylemez, A., & Akayoglu, S. (2019). Prospective EFL teachers' perceptions of using CALL in the classroom. Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications, 17(3), 14-18.
Stockwell, G. (2013). Technology and motivation in English language teaching and learning. In E. Ushioda (Ed.), International perspectives on motivation. International perspectives on English language teaching. London: Palgrave Macmillan.
Sydorenko, T., Hsieh, C. N., Ahn, S., & Arnold, N. (2015). Foreign language learners’ beliefs about CALL: The case of a U.S. Midwestern University. CALICO Journal, 34(2), 196-218. https://doi.org/10.1558/cj.28226
Teo, T., Chai, C. S., Hung, D., & Lee, C. B. (2008). Beliefs about teaching and uses of technology among pre-service teachers. Asia-Pacific Journal of Teacher Education, 36(2),163-174.
Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440.
Tour, E. (2015). Digital mindsets: Teachers’ technology use in personal life and teaching. Language Learning & Technology, 19(3), 124-139.
Whitehead, B. M., Jensen, D. F. N., & Boschee, F. (2003). Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders. USA: Corwin Press.
Zarei, A. A., & Hashemipour, M. (2015). The effect of computer-assisted language instruction on improving EFL learners' autonomy and motivation. Journal of Applied Linguistics, 1(1), 40-58. | ||
آمار تعداد مشاهده مقاله: 689 تعداد دریافت فایل اصل مقاله: 847 |