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Problem-based Learning and its Impact on EFL Learners’ Engagement and Reading Comprehension | ||
| Journal of Language Horizons | ||
| دوره 4، شماره 1 - شماره پیاپی 7، فروردین 2020، صفحه 149-174 اصل مقاله (501.45 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.29172.1218 | ||
| نویسندگان | ||
| Sepideh Berenji1؛ Mahnaz Saeidi* 2؛ Nasser Ghafoori3 | ||
| 1PhD Student, Faculty of English Language and Literature, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| 2Associate Professor, Faculty of English Language and Literature, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| 3Assistant Professor, Faculty of English Language and Literature, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| چکیده | ||
| Problem-based learning (PBL) has recently gained prominence because of its potential to engage learners in learning process and to encourage deep meaningful knowledge construction. This quasi-experimental research, hence, aimed at implementing PBL in an EFL context to investigate its impact on participants’ engagement and reading comprehension. Two groups of elementary level students, one as experimental group (N = 40) and one as control group (N = 40) whose homogeneity in language proficiency was examined by Key English Test (KET) were selected. The experimental group received PBL and the control group received lecture-based method. The two groups completed pre- and posttests of PETALS engagement instrument (PEI) and reading comprehension. The results, based on multivariate analysis of covariance and one-way analysis of covariance, indicated that the PBL group had higher engagement and more enhanced reading comprehension ability. To have highly engaged successful learners in reading comprehension classes, practitioners in EFL context should pay special attention to student-centered methods like PBL. | ||
| کلیدواژه‌ها | ||
| Engagement؛ Problem-based Learning؛ Reading Comprehension؛ self-directed learning؛ collaboration | ||
| عنوان مقاله [English] | ||
| یادگیری به روش حل مسأله و تأثیر آن بر میزان درگیری تحصیلی و خواندن و درک مطلب زبان انگلیسی به‌عنوان زبان خارجی | ||
| نویسندگان [English] | ||
| سپیده برنجی1؛ مهناز سعیدی2؛ ناصر غفوری3 | ||
| 1دانشجوی دکتری، دانشکده زبان و ادبیات انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران | ||
| 2دانشیار دانشکده زبان و ادبیات انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران | ||
| 3استادیار دانشکده زبان و ادبیات انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران | ||
| چکیده [English] | ||
| یادگیری مبتنی بر حل مسأله اخیراً بهدلیل توانایی درگیر کردن فراگیران در فرایند یادگیری و ترغیب به یادگیری عمیق و معنادار اهمیت فراوانی یافته است. این تحقیقِ شبه‌آزمایشی، با هدف به‌کارگیری روش حل مسأله در یک کلاس آموزش زبان انگلیسی عمومی انجام شد تا تأثیر این روش را بر میزان درگیری تحصیلی و توانایی خواندن و درک مطلب فراگیران بررسی کند. یک گروه آزمایش و یک گروه کنترل، هرکدام متشکل از 40 نفر که دانش زبانی آنها با توجه به آزمون کِت (KET) در سطح ابتدایی تعیین شده بود در این تحقیق شرکت کردند. در گروه آزمایش، روش حل مسأله و در گروه کنترل، روش سخنرانی به کار گرفته شد. برای پیش و پس‌آزمون، از هر دو گروه، آزمون درگیری پتالز (PETALS) و خواندن و درک مطلب به عمل آمد. نتایج تحلیل چند متغیره و نیز یک طرفۀ کوواریانس نشان داد که میزان درگیری و توانایی خواندن و درک مطلب در گروه آزمایش بالاتر از گروه کنترل بود. برای داشتن فراگیرانی فعال و موفق در کلاس‌های خواندن و درک مطلب، فعالان حوزۀ آموزش زبان باید به شیوه‌های تدریس دانش‌آموز-محور، مانند روش حل مسأله توجه خاصی داشته باشند. | ||
| کلیدواژه‌ها [English] | ||
| درگیری تحصیلی, یادگیری به روش حل مسأله, خواندن و درک مطلب, یادگیری خود-محور, همکاری | ||
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