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Exploring the Impact of Common vs. Restricted Social Networks on English Foreign Language Learners' Writing Skill | ||
| Journal of Language Horizons | ||
| دوره 4، شماره 2 - شماره پیاپی 8، مهر 2020، صفحه 81-100 اصل مقاله (431.88 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.30696.1272 | ||
| نویسندگان | ||
| Farzaneh Khodabandeh* 1؛ Elaheh Naseri2 | ||
| 1Department of Linguistics and Language Teaching, Payame Noor University, Iran | ||
| 2MA in TEFL, Department of Linguistics and Language Teaching, Payame Noor University, Iran | ||
| چکیده | ||
| The appearance of different types of educational technology (Ed Tech) tools has paved the way for teachers and learners in all fields of study including second/foreign language learning in order to use them for making the education and learning process more fruitful and exciting. This study aimed to investigate and compare the impact of the common WhatsApp group in which participants could have interactions versus the restricted WhatsApp group in which participants did not have any interactions, as two quittances of social network groups on enhancing English Foreign Language (EFL) learners' writing ability with a focus on process analysis type of paragraph writing. In this regard, 64 intermediate EFL learners were homogenized through the administration of the Oxford Placement Test (OPT) and divided into two virtual groups randomly. Next, a paragraph writing pretest was administered, and then both virtual groups received the same treatment and material based on the Model-Practice-Effect instruction cycle. After the treatment sessions, the paragraph writing posttest was administered. Considering the purpose of the study, data analysis indicated that the participants in the common WhatsApp group who had experienced online interaction could significantly outperform the participants in the restricted WhatsApp group. The results and findings of this study can be useful for second/foreign language learners, teachers, researchers and experts in order to consider and become aware of the critical role of Ed Tech, as well as the central and important role of interaction in improving the quality of language teaching and learning process. | ||
| کلیدواژه‌ها | ||
| common WhatsApp group؛ educational technology؛ restricted WhatsApp group؛ social networks؛ writing skills | ||
| عنوان مقاله [English] | ||
| بررسی تاثیر شبکه‌های اجتماعی محدود و معمولی بر مهارت نوشتاری زبان‌آموزان زبان انگلیسی به‌عنوان زبان خارجی | ||
| نویسندگان [English] | ||
| فرزانه خدابنده1؛ الهه ناصری2 | ||
| 1استادیار گروه زبان انگلیسی، دانشگاه پیام نور، ایران | ||
| 2دانش‌آموختۀ کارشناسی ارشد زبان انگلیسی، دانشگاه پیام نور، ایران | ||
| چکیده [English] | ||
| پیدایش انواع گوناگون ابزار فناوری آموزشی راه را برای معلمان و فراگیران همۀ رشته‌ها از جمله، فراگیری زبان دوم یا زبان خارجی در راستای اثربخش و جذاب‌تر کردن فرآیند آموزش و یادگیری هموار نموده است. هدف از مطالعۀ حاضر، مقایسۀ گروه معمولی واتس‌آپی که در آن اعضای گروه می‌توانند با یکدیگر تعامل داشته باشند و گروه محدود واتس‌آپی که در آن اعضای گروه نمی‌توانند با یکدیگر تعامل داشته باشند به‌عنوان دو نمونه از گروه‌های شبکۀ اجتماعی و اثر آنها بر بهبود یادگیری مهارت نوشتاری زبان‌آموزان انگلیسی به‌عنوان زبان خارجی، با تمرکز ویژه بر پاراگراف‌نویسی از نوع تحلیل فرآیند بوده‌است. در این راستا تعداد 64 زبان‌آموز سطح متوسط زبان انگلیسی به‌عنوان زبان خارجی از طریق آزمون تعیین سطح آکسفورد همگن و به‌طور تصادفی به دو گروه مجازی تقسیم شدند. سپس یک پیش‌آزمون پاراگراف‌نویسی از شرکت‌کنندگان اخذ شد و پس از آن، هر دو گروه مجازی، براساس چرخۀ آموزشی مدل-تمرین-نتیجه، آموزش و مواد آموزشی یکسان دریافت نمودند. بعد از دورۀ آموزش، پس‌آزمون پاراگراف‌نویسی از شرکت‌کنندگان به عمل آمد. با توجه به هدف این مطالعه، تحلیل داده‌ها نشان داد که عملکرد شرکت‌کنندگان در گروه عادی واتس‌آپی که تعامل آنلاین با یکدیگر را تجربه کرده بودند، به طور قابل توجهی بهتر از گروه محدود واتس‌آپی بود. نتایج و یافته‌های این مطالعه می‌تواند برای فراگیران زبان دوم یا زبان خارجی، معلمان، پژوهشگران و کارشناسان این حوزه مفید باشد تا نسبت به استفاده و نقش کلیدی فناوری آموزشی و نقش مهم و اساسی تعامل در بهبود کیفیت فرآیند آموزش و یادگیری زبان آگاهی کسب کنند. | ||
| کلیدواژه‌ها [English] | ||
| گروه معمولی واتس‌آپی, گروه محدود واتس‌آپی, فناوری آموزشی, شبکه‌های اجتماعی, مهارت‌های نوشتاری | ||
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