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Exploring the Impact of Computer-Supported Input Flooding and Input Enhancement on EFL Learners' Collaborative Oral Performance in Blended and Virtual Classes | ||
| Journal of Language Horizons | ||
| مقاله 1، دوره 9، شماره 1 - شماره پیاپی 23، خرداد 2025، صفحه 7-40 اصل مقاله (486.52 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2024.45046.1856 | ||
| نویسندگان | ||
| Mojtaba Khademi1؛ Fatemeh hemmati2؛ Farzaneh Khodabandeh* 2؛ Malihe Mousavi3 | ||
| 1PhD Candidate, Department of TEFL and English Literature, Payame Noor University,Tehran, Iran | ||
| 2Associate Professor, Department of TEFL and English Literature, Payame Noor University, Tehran, Iran | ||
| 3Assistant Professor, Department of TEFL and English Literature, Payame Noor University, Tehran, Iran | ||
| چکیده | ||
| In the era of advanced technology, language teaching has experienced a surge in the utilization of technology-oriented methods, such as blended and virtual instructions. Concurrently, the manipulation of input to enhance learners' acquisition has gained importance in various domains of language and teaching. Two prominent approaches in this regard are input enhancement (IE) and input flood (IF). This study aimed at examining the effect of these methods on the collaborative oral performance of English as a Foreign Language (EFL) learners in the context of blended and virtual classes. Using a quasi-experimental research design, four groups were formed: IE in blended class (BC), IE in virtual class (VC), IF in BC, and IF in VC groups. The study involved fifty-one EFL elementary level students with homogenous English proficiency, randomly assigned to the groups. Pre-test interviews were conducted using six open-ended questions and assessed by two raters. The participants then received sixteen instructional sessions, delivered entirely in virtual environments for VC groups using Shad application, and in a combination of virtual and physical environments for BC groups. IE groups received instruction based on manipulated input utilizing techniques while IF groups were exposed to repeated instances of target forms in written and oral formats. Following the instructional period, a posttest interview was administered. The results, analyzed through repeated measures ANOVA, revealed the positive impact of IE and IF in both BC and VC groups on EFL learners' collaborative oral performance. Furthermore, the BC groups exhibited higher performance compared to the VC groups. These findings contribute to the understanding of effective collaborative language teaching practices, especially in computer-supported environments. | ||
| کلیدواژه‌ها | ||
| Collaborative learning؛ Blended class (BC)؛ Virtual class (VC)؛ Input enhancement (IE)؛ Input flood (IF) | ||
| عنوان مقاله [English] | ||
| بررسی تأثیر سیلاب ورودی و تقویت ورودی پشتیبانی‌شده توسط رایانه بر عملکرد گفتاری همکاری زبان‌آموزان انگلیسی به عنوان زبان خارجی در کلاس‌های ترکیبی و مجازی | ||
| نویسندگان [English] | ||
| مجتبی خادمی1؛ فاطمه همتی2؛ فرزانه خدابنده2؛ ملیحه سادات موسوی3 | ||
| 1دانشجوی دکتری، گروه آموزش زبان و ادبیات انگلیسی، دانشگاه پیام نور، تهران، ایران | ||
| 2دانشیار، گروه آموزش زبان و ادبیات انگلیسی، دانشگاه پیام نور، تهران ، ایران | ||
| 3استادیار، گروه آموزش زبان و ادبیات انگلیسی، دانشگاه پیام نور، تهران، ایران | ||
| چکیده [English] | ||
| در عصر پیشرفت فناوری، آموزش زبان با افزایش استفاده از روش‌های مبتنی بر فناوری، مانند آموزش ترکیبی و مجازی، مواجه شده است. به موازات این تحول، درونداد دستکاری برای بهبود یادگیری زبان‌آموزان به عنوان یک جنبه‌ی اساسی در زمینه‌های مختلف یادگیری و آموزش زبان مطرح شده است. دو رویکرد برجسته در این زمینه شامل تقویت درونداد و بارش درونداد می باشند. این مطالعه به بررسی تأثیر این روش‌ها بر عملکرد شفاهی مشارکتی زبان‌آموزان انگلیسی به عنوان زبان خارجی در کلاس‌های ترکیبی و مجازی م ی‌پردازد. با استفاده از یک طرح تحقیق نیمه‌تجربی، چهار گروه تشکیل شد: گروه تقویت درونداد در کلاس ترکیبی ، گروه تقویت درونداد در کلاس مجازی، گروه بارش درونداد در کلاس ترکیبی، و گروه بارش درونداد در کلاس مجاز. این مطالعه شامل پنجاه و یک دانش‌آموز مبتدی زبان انگلیسی با سطح زبانی همگن بود که به صورت تصادفی به گروه‌ها اختصاص داده شدند. مصاحبه‌های پیش‌آزمون با استفاده از شش سؤال باز انجام و توسط دو ارزیاب ارزیابی شد. سپس، شرکت‌کنندگان در شانزده جلسه آموزشی شرکت کردند که برای گروه‌های کلاس مجازی به صورت کاملاً مجازی با استفاده از برنامه شاد و برای گروه‌های کلاس ترکیبی به صورت ترکیبی از محیط‌های مجازی و فیزیکی ارائه شد. گروه‌های تقویت درونداد آموزش‌هایی مبتنی بر ورودی تقویت‌شده با استفاده از تکنیک‌هایی نظیر برجسته‌سازی، بزرگ‌نویسی، رنگ‌آمیزی، کج‌نویسی و زیرخط کشی دریافت کردند، در حالی که گروه‌های بارش درونداد با نمونه‌های مکرر از فرم‌های هدف در قالب‌های نوشتاری و شفاهی مواجه شدند. پس از دوره آموزشی، مصاحبه پس‌آزمون با استفاده از همان سوالات پیش‌آزمون توسط همان ارزیابان انجام شد. نتایج، که با استفاده از ANOVA با اندازه‌گیری‌های مکرر تحلیل شدند، نشان داد که تقویت درونداد و بارش درونداد در هر دو گروه کلاس ترکیبی و کلاس مجازی تأثیر مثبتی بر عملکرد شفاهی مشارکتی زبان‌آموزان داشتند. علاوه بر این، گروه‌های کلاس ترکیبی عملکرد بهتری نسبت به گروه‌های کلاس مجازی از خود نشان دادند. این یافته‌ها به درک روش‌های مؤثر آموزش زبان در محیط‌های پشتیبانی‌شده توسط کامپیوتر کمک می‌کنند و پتانسیل استفاده از رویکردهای تقویت درونداد وبارش درونداد را در کلاس‌های ترکیبی و مجازی نشان می‌دهند. | ||
| کلیدواژه‌ها [English] | ||
| کلاس ترکیبی, آموزش ترکیبی, یادگیری تعاملی, انگلیسی به عنوان زبان خارجی, تقویت درونداد, بارش درونداد, عملکرد شفاهی, کلاس مجازی, آموزش مجازی | ||
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