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Modarresi, Ghasem. (1401). The Impact of Task-Based Collaborative Output Activities on Learner Engagement in Writing Tasks. جلوه هنر, 6(2), 81-101. doi: 10.22051/lghor.2021.35238.1453
Ghasem Modarresi. "The Impact of Task-Based Collaborative Output Activities on Learner Engagement in Writing Tasks". جلوه هنر, 6, 2, 1401, 81-101. doi: 10.22051/lghor.2021.35238.1453
Modarresi, Ghasem. (1401). 'The Impact of Task-Based Collaborative Output Activities on Learner Engagement in Writing Tasks', جلوه هنر, 6(2), pp. 81-101. doi: 10.22051/lghor.2021.35238.1453
Modarresi, Ghasem. The Impact of Task-Based Collaborative Output Activities on Learner Engagement in Writing Tasks. جلوه هنر, 1401; 6(2): 81-101. doi: 10.22051/lghor.2021.35238.1453

The Impact of Task-Based Collaborative Output Activities on Learner Engagement in Writing Tasks

Journal of Language Horizons
مقاله 5، دوره 6، شماره 2 - شماره پیاپی 12، آبان 2022، صفحه 81-101    اصل مقاله (437.3 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2021.35238.1453
نویسنده
Ghasem Modarresi*
Assistant Professor, Department of English, Quchan Branch, Islamic Azad University, Quchan, Iran
چکیده
The present study explores the factors that shape learner engagement in writing tasks and the role that output-based instructions could perform in elevating the level of engagement. In so doing, to develop a measure for evaluating learner engagement in writing tasks, a pool of eight university teachers was interviewed and five university students participated in a think-aloud protocol and a total of 139 English-major university students were asked to complete the newly-developed inventory. The result of inter-coder reliability was acceptable and Structural Equation Modeling (SEM) provided support for the factor structure of the measures. The final validated inventory comprised four factors and 23 items. Following this, the findings obtained from an experiment on 31 English-major students revealed that both types of task-based collaborative instructions including debating and dictogloss could elevate the level of students’ engagement in writing tasks. More specifically, the statistical analyses indicated that the debate-based instruction could increase the students’ engagement in writing tasks more than the dictogloss instruction. In the end, the linkage between task-based collaborative output activities, engagement in writing tasks, and engagement components were discussed, and the pedagogical implications were offered based on the results of the study.
کلیدواژه‌ها
learner engagement؛ debating؛ dictogloss؛ written performance؛ emotions
عنوان مقاله [English]
تأثیر فعالیت‌های تکلیف‌-محور (مشارکتی) خروجی بر درگیری زبان‌آموز در تکالیف نوشتاری
نویسندگان [English]
قاسم مدرسی
استادیار، گروه زبان انگلیسی، واحد قوچان، دانشگاه آزاد اسلامی، قوچان، ایران
چکیده [English]
پژوهش حاضر به بررسی عواملی می‌پردازد که درگیری زبان‌آموز در تکالیف نوشتاری را شکل می‌دهد و نقشی که آموزش‌های خروجی-محور می‌توانند در بالا بردن سطح درگیری زبان‌آموز داشته باشد. در انجام این کار، به منظور طراحی مقیاسی برای ارزیابی درگیری زبان‌آموز در تکالیف نوشتاری، مجموع ۸ استاد دانشگاه مورد مصاحبه قرار گرفتند و ۵ دانشجو در پروتکل تفکر با صدای بلند شرکت کردند و از ۱۳۹ دانشجوی رشته انگلیسی درخواست شد تا پرسش‌نامه تازه طراحی‌شده را تکمیل کنند. نتایج پایایی درون موضوعی قابل قبول بود و مدل‌سازی معادلات ساختاری، پشتیبانی برای ساختار عاملی سنجه‌ها فراهم نمود. پرسش‌نامه نهایی اعتبارسنجی‌شده دارای چهار عامل و ۲۳ گویه بود. پس از این، نتایج به‌دست‌آمده از یک آزمایش بر روی ۳۱ زبان‌آموز انگلیسی اصلی نشان داد که هر دو نوع آموزش تکلیف-محور مشارکتی شامل بحث و دیکته تفسیری می‌توانند سطح درگیری یادگیرنده را در تکلیف نوشتاری بالا ببرند. به ویژه اینکه تحلیل آماری نشان داد که آموزش بحث-محور بیش از آموزش دیکته تفسیری، می‌تواند درگیری دانش‌آموز را در تکلیف نوشتاری افزایش دهد. در نهایت، ارتباط بین فعالیت‌های تکیف-‌محور مشارکتی خروجی، درگیری در تکالیف نوشتاری و مؤلفه‌های درگیری بحث گردید و کاربردهای آموزشی بر پایه یافته‌های تحقیق پیشنهاد شد.
کلیدواژه‌ها [English]
درگیری زبان‌آموز, بحث, دیکته تفسیری, عملکرد نوشتاری, عواطف
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