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Teaching EFL with Interactive Whiteboards: Do the Benefits Outweigh the Drawbacks? | ||
Journal of Language Horizons | ||
مقاله 10، دوره 3، شماره 1 - شماره پیاپی 5، فروردین 2019، صفحه 207-224 اصل مقاله (1.09 M) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2019.26689.1139 | ||
نویسنده | ||
Seyed Reza Dashtestani* | ||
Assistant Professor, English Department, Faculty of Foreign Languages and Literature, University of Tehran | ||
چکیده | ||
Interactive whiteboards (IWBs) have been used in the educational context of Iran since 2009 and formally introduced to the educational context of Iran by the Iranian Ministry of Education in 2011. This study sets out to investigate how Iranian EFL teachers use IWBs in the classroom and what difficulties and challenges they may encounter when they use this technology. To this end, a total of 71 Iranian EFL teachers who taught EFL at secondary schools participated in the study. A questionnaire and interviews were developed as the instruments. The findings revealed the positive views and perspectives of teachers about the use of IWBs, while several curricular, training, pragmatic, and infrastructural obstacles and challenges were also reported. The results also showed that the teachers used IWBs in a limited way and mostly underused them. The IWBs were mainly utilized as a means to connecting to the Internet or showing videos and pictures occasionally. The teachers believed that the IWBs can be employed to teach different language skills and sub-skills. The teachers deemed some measures such as continuous training, the change of the traditional and rigid curricula, and support from educational directors and planners as important and necessary. The study has implications for the proper use of IWBs and the implementation of IWB-based teacher training in EFL instruction in different parts of the world. | ||
کلیدواژهها | ||
Interactive Whiteboard؛ Schools؛ EFL؛ Training؛ Challenges؛ Language Skills | ||
عنوان مقاله [English] | ||
آموزش زبان انگلیسی به کمک تختهی تعاملی در ایران: آیا مزایا از معایب بیشتر است؟ | ||
نویسندگان [English] | ||
سید رضا دشتستانی | ||
استادیار گروه زبان و ادبیات انگلیسی، دانشگاه تهران | ||
چکیده [English] | ||
تخته ی تعاملی از سال 2009 در عرصه ی آموزشی ایران مورد استفاده قرار گرفته است و به طور رسمی در سال 2011 توسط وزارت آموزش و پرورش ایران به سیستم آموزشی معرفی شد. این مطالعه به بررسی چگونگی استفاده ی معلمان زبان انگلیسی در ایران از تخته ی تعاملی در کلاس و واکاوی مشکلات و چالشهای مرتبط با استفاده از این فناوری میپردازد. بدین منظور، در مجموع 71 معلم زبان انگلیسی در ایران که زبان انگلیسی را در مدارس متوسطه تدریس میکردند، در این مطالعه شرکت نمودند. پرسشنامه و مصاحبه به عنوان ابزار پژوهش استفاده شد. نتایج نشان دهنده ی دیدگاه ها و نگرش های مثبت معلمان در مورد استفاده از این تکنولوژی بود. با این حال، چندین مانع و چالش درسی، آموزشی، عملی و زیرساختی نیز گزارش شد. نتایج همچنین نشان داد که معلمان از تخته ی تعاملی کمتر استفاده میکردند و این استفاده برای اهداف محدودی صورت میگرفت. تخته ی تعاملی عمدتاً به عنوان ابزاری برای اتصال به اینترنت یا گاها نمایش فیلم و تصاویر مورد استفاده قرار میگرفت. معلمان معتقد بودند که تخته ی تعاملی می تواند برای آموزش مهارت های اصلی و فرعی مختلف زبانی به کار گرفته شود. معلمان برخی اقدامات از قبیل آموزش مداوم، تغییر برنامه های درسی سنتی و محدودکننده، و حمایت از مدیران آموزشی و برنامه ریزان را مهم و ضروری دانستند. مطالعه ی کنونی نتایجی جهت استفاده مناسب از تخته های تعاملی و برگزاری دوره های تربیت مربی جهت استفاده از تخته ی تعاملی در اقضی نقاط جهان ارایه می دهد. | ||
کلیدواژهها [English] | ||
تخته ی تعاملی, مدارس, زبان انگلیسی, آموزش, چالش ها, مهارت های زبانی | ||
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