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Abdollahzadeh, Mehrnoosh, Barjesteh, Hamed, Biria, Reza. (1400). The Impact of Teaching Through ENGAGE Model on L2 Speaking of Iranian EFL Learners. جلوه هنر, 5(2), 205-225. doi: 10.22051/lghor.2021.33502.1381
Mehrnoosh Abdollahzadeh; Hamed Barjesteh; Reza Biria. "The Impact of Teaching Through ENGAGE Model on L2 Speaking of Iranian EFL Learners". جلوه هنر, 5, 2, 1400, 205-225. doi: 10.22051/lghor.2021.33502.1381
Abdollahzadeh, Mehrnoosh, Barjesteh, Hamed, Biria, Reza. (1400). 'The Impact of Teaching Through ENGAGE Model on L2 Speaking of Iranian EFL Learners', جلوه هنر, 5(2), pp. 205-225. doi: 10.22051/lghor.2021.33502.1381
Abdollahzadeh, Mehrnoosh, Barjesteh, Hamed, Biria, Reza. The Impact of Teaching Through ENGAGE Model on L2 Speaking of Iranian EFL Learners. جلوه هنر, 1400; 5(2): 205-225. doi: 10.22051/lghor.2021.33502.1381

The Impact of Teaching Through ENGAGE Model on L2 Speaking of Iranian EFL Learners

Journal of Language Horizons
مقاله 10، دوره 5، شماره 2 - شماره پیاپی 10، مهر 2021، صفحه 205-225    اصل مقاله (663.19 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2021.33502.1381
نویسندگان
Mehrnoosh Abdollahzadeh1؛ Hamed Barjesteh* 2؛ Reza Biria3
1PhD Candidate, Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran
2Assistant Professor, Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran.
3Assistant Professor, English Language Department, Khorasgan Branch, Islamic Azad University, Isfahan, Iran.
چکیده
ENGAGE model, as a unique brilliance learning system, has been proposed to help language teachers to revolutionize language learners’ experiences by transcending the limitations of conventional methodologies and addressing the whole being of the learners. The present study sought to investigate the impact of using ENGAGE model on the speaking skills of Iranian EFL learners. For this purpose, from the target population of students learning English in one of the language institutes in Iran, 100 female intermediate students with an age range of 18 to 25 were randomly selected out of 150 participants and assigned to three groups, receiving their instruction based on the principles of Audio Lingual Method (ALM), (n = 32), Task-based Language Teaching (TBLT) (n = 33), and ENGAGE model (n = 35). Applying a tripartite cycle comprising pretesting, intervention, and post-testing, the obtained data were analyzed via SPSS. The outcome of the posttest data analysis revealed that the participants taught by ENGAGE model significantly outperformed those in other samples on target L2 speaking tasks.  Subsequently, the participants in the three groups were interviewed to see how they perceived the inherent merits of the ENGAGE model in real practice. The qualitative data drawn from the interviews with the students were analyzed through content analysis relying on open and axial coding forms and the results reflected that the ENGAGE model was the most pedagogically efficient method compared to TBLT and ALM. Notably, the findings could have interesting implications for ELT practitioners, program developers, and EFL teachers.
 
کلیدواژه‌ها
ALM؛ brilliance leaning system؛ EFL learners؛ ENGAGE model؛ speaking skill؛ TBLT
عنوان مقاله [English]
تأثیر آموزش از طریق الگوی تعاملی در مهارت صحبت کردن زبان‌آموزانِ زبان انگلیسی ایرانی
نویسندگان [English]
مهرنوش عبداله زاده1؛ حامد برجسته2؛ رضا بی ریا3
1دانشجوی دکتری، گروه زبان و ادبیات انگلیسی، واحد آیت الله آملی، دانشگاه آزاد اسلامی، ، دانشکده زبان و ادبیات انگلیسی، آمل، ایران
2استادیار گروه زبان و ادبیات انگلیسی، واحد آیت الله آملی، دانشگاه آزاد اسلامی، آمل، مازندران. ایران
3استادیار گروه زبان انگلیسی، واحد خوراسگان، دانشگاه آزاد اسلامی، اصفهان، ایران.
چکیده [English]
الگوی تعاملی، به عنوان یک نظام یادگیری منحصر به فرد هوشمند، برای کمک به معلم‌های زبان پیشنهاد شده تا با گذر از محدودیت‌های روش‌‌شناختی سنتی و ارجاع به ماهیت کلی زبان‌آموزان، تجربه‌های فراگیران دگرگون شود. پژوهش حاضر با هدفِ بررسی تأثیر استفاده از مدل تعاملی بر مهارت‌های صحبت کردن زبان‌آموزانِ انگلیسی ایرانی انجام شد. به این منظور، از میان جامعة هدف زبان‌آموزان انگلیسی در یکی از مؤسسه‌های زبان در ایران، صد دانش‌آموز زن در سطح متوسط با ردة سنی ۱۸ تا ۲۵ سال که به صورت تصادفی از میان ۱۵۰ شرکت‌کننده انتخاب شدند، بر مبنای روش شنیداری-گفتاری (تعداد = ۳۲)، آموزش زبان تکلیف-محور (تعداد= ۳۳) و الگوی تعاملی (تعداد= ۳۵) مورد آموزش قرار گرفتند. با بهره‌‌‌گیری از چرخة سه‌گانه‌ای مشتمل بر پیش‌آزمون، مداخله و پس‌آزمون، داده‌های به‌دست‌آمده با نرم افزاراس پی اس اس تحلیل شدند. نتیجة تحلیل داده‌های پس‌آزمون نشان داد شرکت‌کننده‌هایی که با مدل تعاملی آموزش دیده‌اند به طور معناداری بر دیگر نمونه‌های هدف در زمینه تکلیف‌های صحبت کردن زبان دوم برتری داشتند. در نتیجه، شرکت‌کنندگان در هر سه گروه مورد مصاحبه قرار گرفتند تا مشاهده شود آن‌ها چگونه مزیّت‌های ذاتی مدل تعاملی در تمرین واقعی را درک کردند. یافته‌های کمی به‌دست‌آمده از مصاحبه با دانش‌آموزان از طریق تحلیل محتوا با تکیه بر فرم‌های رمزگذاری باز و محوری تحلیل شد و نتایج نشان داد که الگوی تعاملی بیشتر از جنبة آموزشی کارآمدتر از آموزش زبان تکلیف‌محور و روش شنیداری-گفتاری بود. بی‌گمان، یافته‌ها می‌تواند برای زبان‌آموزان انگلیسی، برنامه‌ریزان و مدرسان زبان خارجی کاربردهای جالبِ توجهی داشته باشد.
کلیدواژه‌ها [English]
روش شنیداری-گفتاری, نظام یادگیری هوشمند, مدل تعاملی, مهارت صحبت کردن, آموزش زبان تکلیف-محور
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