پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 941 |
| تعداد مقالات | 7,773 |
| تعداد مشاهده مقاله | 12,854,117 |
| تعداد دریافت فایل اصل مقاله | 9,152,496 |
The Impact of Integrating Blended Learning with Task-Based Language Learning on Reading Comprehension of Iranian EFL Learners | ||
| Journal of Language Horizons | ||
| دوره 5، شماره 1 - شماره پیاپی 9، فروردین 2021، صفحه 125-144 اصل مقاله (519.33 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.32604.1351 | ||
| نویسندگان | ||
| Amirnader Elahi1؛ Davood Mashhadi Heidar* 2 | ||
| 1PhD Candidate, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran. | ||
| 2Assistant Professor, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran. | ||
| چکیده | ||
| Task-based language learning and blended learning have become an ideology in modern EFL teaching and are considered to be an effective trend in teaching English as a foreign language. Thus, the present study explored the effect of integrating blended language learning into task-based language learning on Iranian male and female intermediate EFL learners’ reading comprehension ability. Initially, four groups including two experimental groups and two control groups were formed. The two experimental groups were taught through blended integrated task-based language learning. In so doing, Staker and Horn’s (2012) blended learning model was integrated into Ellis’ (2017) task-based model in order to improve participants’ reading comprehension ability. In this innovative approach, learners were involved in a series of offline and online focused and unfocused task-based reading comprehension activities, whereas the control groups were taught through conventional reading comprehension methods using traditional reading strategies. Accordingly, the results of ANCOVA indicated that learners in the experimental groups obtained considerably higher scores than those in the control groups. Further, the results of two-way ANOVA depicted that there was no substantial difference between the female and male learners across groups. Finally, the pedagogical implications of this study suggested that curriculum designers and materials developers can incorporate the innovative notion of integrating blended learning into task-based language learning method to transform the learning environment into more student-centered classrooms. More importantly, the teachers can develop learners’ critical thinking and metacognitive skills by designing interactive reading comprehension online tasks. | ||
| کلیدواژه‌ها | ||
| hybrid/blended learning؛ task-based language learning؛ reading comprehension؛ reading strategies؛ gender | ||
| عنوان مقاله [English] | ||
| تأثیر تلفیق یادگیری ترکیبی با روش یادگیری فعالیت-محور زبان بر خواندن و درک مطلب زبان‌آموزان انگلیسی به عنوان زبان خارجی در ایران | ||
| نویسندگان [English] | ||
| امیرنادر الهی1؛ داود مشهدی حیدر2 | ||
| 1دانشجوی دوره دکتری، رشته آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تنکابن، تنکابن، ایران. | ||
| 2استادیار، گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تنکابن، تنکابن، ایران. | ||
| چکیده [English] | ||
| روشِ یادگیریِ فعالیت-محورِ زبان و یادگیری ترکیبی، به یک ایدئولوژی در حوزة آموزشِ زبان انگلیسی تبدیل شده‌اند و یکی از موثرترین جریان‌ها در آموزش زبان انگلیسی به عنوان زبان خارجی به شمار می‌آیند. بنابراین، پژوهشِ کنونی، به بررسی تأثیر ادغامِ یادگیریِ ترکیبیِ زبان در روش فعالیت-محور یادگیری زبان در زمینة توانایی خواندن و درک مطلب زبان‌آموزان سطح متوسط دختر و پسر ایرانی می‌پردازد. در ابتدا، چهار گروه شامل دو گروه آزمایشی و دو گروه کنترل تشکیل شدند. دو گروه آزمایشی، از طریق تلفیق یادگیری ترکیبی با فعالیت-محور آموزش دیدند. در این روش آموزشی، مدل یادگیری ترکیبی استیکر و هورن (2012) با مدل فعالیت-محور الیس (2017) تلفیق شد تا توانایی درک مطلب خواندن شرکت‌کننده‌ها بهبود یابد. در این راهبرد نوآورانه، زبان‌آموزان با مجموعه‌ای از فعالیت‌های خواندن و درک مطلب برخط و حضوری متمرکز و غیر متمرکز فعالیت-محور سر و کار داشتند. در حالی که گروه کنترل با استفاده از راهبردهای سنتی از طریق روش‌های معمول خواندن و درک مطلب آموزش دیدند. بر این مبنا، یافته‌های تحلیل کوواریانس نشان داد که فراگیران در گروه‌های آزمایشی، در مقایسه با گروه‌های کنترل به مراتب نمرات بالاتری کسب کردند. افزون بر این، یافته‌های تحلیلِ واریانس دوطرفه نشان‌دهندة آن است که هیچ تفاوت معناداری میان عملکرد پسرها و دخترها در دو گروه وجود ندارد. سرانجام، بر مبنایِ کاربردهای آموزشی این پژوهش، طراحان برنامه درسی می‌توانند این مفهوم نوآورانة ادغام یادگیری ترکیبی در روش یادگیری فعالیت-محور زبان را در برنامه‌های آموزشی بگنجانند تا محیط یادگیری کلاس، به محیط دانش‌آموز-محور تغییر کند. مهم‌تر اینکه، معلمان نیز با طراحی فعالیت‌های برخط و تعاملی خواندن و درک مطلب می‌توانند تفکر انتقادی و مهارت‌های فراشناختی را در زبان‌آموزان گسترش دهند. | ||
| کلیدواژه‌ها [English] | ||
| یادگیری ترکیبی/ پیوندی, یادگیری فعالیت‌محور زبان, درک مطلب خواندن, راهبردهای خواندن, جنسیت | ||
| مراجع | ||
|
Afshinfar, J., & Shokouhifar, A. (2016). The effect of explicit and implicit corrective feedback on the narrative writing of advanced Iranian EFL learners. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 4(2), 15-41. https://doi.org/10.22049/jalda.2018.26273.1075
Ahmed, H., Islam, M., & Naqvi, S. (2020). The effectiveness of technology-mediated task-based language teaching in teaching English writing skills to the students of higher secondary level. HamdardIslamicus, 43(1), 259-272. https://researchgate.net/342215860_The_Effectiveness_of_Technologymediated_TaskBased_Language_Teaching_in_Teaching_English_Writing_Skills_to_the_Students_of_Higher_Secondary_Level
Allan, D. (2004). Oxford placement test. Oxford University Press. https://doi.org/10.12691/education-2-11-1
Alroomy, M., & Althewini, A. (2019). The impact of blended learning on medical students’ reading performance in a Saudi university. Advances in Language and Literary Studies, 10(4), 95-104. https://doi.org/10.7575/aiac.alls.v.10n.4p.95
Bersin, J. (2004). The blended learning book:Best practices, proven methodologies, and lessons learned. John Wiley & Son. https://doi.org/ 10.1080/08923649509526896
Blass, M., Vargo, M., & Yates, E. (2015). Creative thinking and reading with TED talks. National Geographic Learning. https:// vk.com/topic197863858_41602073
Bonk, C., & Graham, C. (2006). Introduction to blended learning. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning environments: Global perspectives, local designs (pp. 3-22).Pfeiffer Publishing.https://Microsoft Word - toc_section_intros2.doc
Brown, J. D., & Hudson, T. (2002). Criterion-referenced language testing. Cambridge University Press. https://hosted.jalt.org/test/PDF/Brown18.pdf
Chalak, A. (2015). The effect of task-based instruction on reading comprehension of Iranian EFL learners. Applied Research on English Language. 4(1), 19-29. https://doi.org/10.22108/ARE.2015.15497
Donnelly, R. (2009). Harmonizing technology with interaction in blended problem-based learning. Computers & Education, 54(2), 350-359. https://doi.org/10.1016/j.compedu.2009.08.012
Ellis, R. (2017). Moving task-based language teaching forward. Language Technology, 50(4), 507-526. https://doi.org/10.1017/S0261444817000179
Engelhardt, D. (2013). Practice makes perfect intermediate English reading and comprehension. McGraw Hill Professional. https://ebookrally.ir/download book/1778059/practice-makes-perfect-intermediate-english-reading-and-comprehension
Geranpayeh, A. (2006). A quick review of the English quick placement test.Research Notes Quarterly, 12, 8-10. http://uniss.it/documenti/lingue
Kalantari, R., & Saeidi, M. (2009). The effect of task-based language teaching on EFL learners’ reading comprehension. Journal of educational science, 2(6), 175-187. https://jinev.iaut.ac.ir/article_521977.html?lang=en
Khataee, E. (2018). Reading failure among Iranian EFL learners: Study of underlying problems. International Journal of English Language & Translation Studies, 6(3), 164-176. https://eltsjournal.org/archive/value6%20issue3/19-6-3-18.pdf
Macaruso, P., Wilks, S., & Prescotte, J. (2020). An investigation of blended learning to support reading instruction in elementary schools. Education Tech Research Dev, 6(7), 75-101. https://doi.org/10.1007/s11423-020-09785-2
Madhkhan, M., & Musavi, M. (2017). The effect of implementation of TBLT in reading comprehension classes of Iranian EFL learners. English Language Teaching, 10(11), 119-128. https://doi.org/10.5539/elt.v10n11p119
Mehri, M, & Tavakoli, M. (2020). The effect of technology-mediated reading comprehension tasks on autonomy and metacognitive strategy use by Iranian EFL intermediate learners. Journal of Modern Research in English language studies, 7(3), 45-69. https://doi.org/10.30479/jmrels.2020.11739.1459
Namaziandost, E. (2020). Enhancing pre-intermediate EFL learners’ reading comprehension through the use of Jigsaw technique. Cogent Arts and Humanities. 7(1), 1-15. https://doi.org/10.1080/23311983.2020.1738833
Noshad, A., & Zamanian, M. (2017). The effect of task-based activities on Iranian beginner EFL listeners’ listening comprehension. Studies in Learning and Teaching English. 6(11), 1-22. https://jslte.iaushiraz.ac.ir/article_532360_6fd3e107b4f33bb8a2f9d9257ca71fe6.pdf
Rezaei, O., Mehri, M., & Shakerian, P. (2017). The effect of the implementation of task-based language teaching on Iranian EFL learners' reading comprehension performance. Journal of Applied Linguistics and Language Research, 4(7), 247-259. https://jallr.com/index.php/JALLR/article/view/694
Rostami, A., Masoudzadeh, A., & Afraz, S. (2020). The effect of task-based language teaching on Iranian EFL learners’ reading comprehension ability. Journal of Foreign Language Research, 9(4), 1105-1130. https://doi.org/10.22059/JFLR.2019.278829.624
Setayesh, M., & Marzban, A. (2017). The impact of task-based language teaching on the development of Iranian EFL learners’ ESP reading comprehension skills. Advances in Language and Literary Studies, 8(2), 70-76. https://doi.org/10.7575/aiac.alls.v.8n.2p.70
Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight institute. https://christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statics. Pearson Education. https://pearsonhighered.com/assets/preface/0/1/3/4/0134790545.pdf
Taghizadeh, M., & Khalili, M. (2019). Engineering students’ academic reading comprehension: The contribution of attitude, breadth and depth of vocabulary knowledge. Journal of English for Academic Purposes, 8(1), 49-66.
http://journalscmu.sinaweb.net/article_90572_f40f491461236a3402a60974eadd2e66.pdf
Tavakoli, H., Lotfi, A., & Biria, R. (2019a). The effect of task-based language teaching (TBLT) on Iranian EFL learners’ reading comprehension ability (Teachers’ perception in focus). Journal of Foreign Language Research, 9(4), 1105-1130. https://doi.org/10.1080/2331186X.2019.1580916
Tavakoli, H., Lotfi, A., & Biria, R. (2019b). Effects of CALL-mediated TBLT on self-efficacy for reading among Iranian university non-English major EFL students. International Journal of Foreign Language Teaching & Research, 7(26), 85-101. https://jfl.iaun.ac.ir/article_625736_73140d71f24660e0c4cb7e5cb2b12c4d.pdf
Tucker, C. (2020). Balance with blended learning: Partner with your students to reimagine learning and reclaim your life. SAGE publications. https://us.corwin.com/sites/default/files/upm-assets/71779_book_item_71779.pdf | ||
|
آمار تعداد مشاهده مقاله: 1,527 تعداد دریافت فایل اصل مقاله: 1,154 |
||