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Esfandiari Dehmajnoni, Hadis, Amjadiparvar, Alireza. (1401). The Effect of Online Planning and Strategic Planning in CALL-Based TBLT on Iranian EFL Learners’ Willingness to Communicate. جلوه هنر, 6(3), 115-135. doi: 10.22051/lghor.2021.35449.1461
Hadis Esfandiari Dehmajnoni; Alireza Amjadiparvar. "The Effect of Online Planning and Strategic Planning in CALL-Based TBLT on Iranian EFL Learners’ Willingness to Communicate". جلوه هنر, 6, 3, 1401, 115-135. doi: 10.22051/lghor.2021.35449.1461
Esfandiari Dehmajnoni, Hadis, Amjadiparvar, Alireza. (1401). 'The Effect of Online Planning and Strategic Planning in CALL-Based TBLT on Iranian EFL Learners’ Willingness to Communicate', جلوه هنر, 6(3), pp. 115-135. doi: 10.22051/lghor.2021.35449.1461
Esfandiari Dehmajnoni, Hadis, Amjadiparvar, Alireza. The Effect of Online Planning and Strategic Planning in CALL-Based TBLT on Iranian EFL Learners’ Willingness to Communicate. جلوه هنر, 1401; 6(3): 115-135. doi: 10.22051/lghor.2021.35449.1461

The Effect of Online Planning and Strategic Planning in CALL-Based TBLT on Iranian EFL Learners’ Willingness to Communicate

Journal of Language Horizons
مقاله 6، دوره 6، شماره 3 - شماره پیاپی 13، اسفند 2022، صفحه 115-135    اصل مقاله (437.47 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2021.35449.1461
نویسندگان
Hadis Esfandiari Dehmajnoni1؛ Alireza Amjadiparvar* 2
1MA Graduate, Department of English Language, Faculty of the Humanities, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
2Assistant Professor, Department of English Language, Faculty of the Humanities, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
چکیده
The current study examined the impact of online planning and strategic planning in the context of task-based computer-assisted language learning (CALL) on Willingness to Communicate (WTC). Initially, the Oxford Placement Test (OPT) was administered to 120 intermediate female English as a foreign language (EFL) learners. Then, based on the OPT scale, 90 learners were chosen and divided into two experimental groups and a control group. The participants in the assigned groups were asked to complete the WTC questionnaire as the pretest. Following that, one of the experimental groups received CALL Online Planning and the other one received CALL Strategic Planning. In the Strategic Planning group, the learners wrote an essay each session on a given topic while being allowed to think of what they were going to write (content), and what language forms (words, grammar, etc.) they wanted to use. In the other experimental group, learners had time to think about the task performance during the task, but were instructed not to write down their plan. Conventional treatment was applied to the participants in the control group. After ten sessions, the learners in the three groups were given the WTC questionnaire as the posttest. The results of ANCOVA indicated that online planning and strategic planning had considerable impact on Iranian EFL learners’ WTC. Moreover, it was revealed that the effect of strategic planning was more significant compared to online planning on Iranian EFL learners’ WTC. The results promise implications for EFL teachers to incorporate online planning and strategic planning in the context of CALL-based TBLT (i.e., Task-Based Language Teaching) to enhance WTC.
کلیدواژه‌ها
CALL؛ online planning؛ strategic planning؛ TBLT؛ willingness to communicate (WTC)
عنوان مقاله [English]
تأثیر برنامه‌ریزی برخط و برنامه‌ریزی راهبردی در آموزش زبان تکلیف‌-محور به‌ کمک ‌رایانه بر تمایل زبان‌آموزان به برقراری ارتباط
نویسندگان [English]
حدیث اسفندیاری ده مجنونی1؛ علیرضا امجدی پرور2
1کارشناس ارشد آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده علوم انسانی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران
2استادیار، گروه زبان انگلیسی ، دانشکده علوم انسانی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران
چکیده [English]
تحقیق حاضر به بررسی تأثیر برنامه‌ریزی برخط و برنامه‌ریزی راهبردی در بافت زبان‌آموزی تکلیف‌-محور به ‌کمک ‌رایانه بر تمایل به برقراری ارتباط می‌پردازد. در ابتدا، آزمون تعیین سطح آکسفورد میانِ 120 نفر از فراگیران زبان انگلیسی در سطح متوسط توزیع شد. سپس، بر اساس مقیاس تعیین سطح آکسفورد، ۹۰ زبان‌آموز انتخاب شدند و به دو گروه آزمایشی و یک گروه کنترل تقسیم شدند. از شرکت‌کنندگان در گروه‌های تعیین‌شده‌ درخواست شد تا پرسشنامه تمایل به برقراری ارتباط را به عنوان پیش‌آزمون تکمیل کنند. به دنبال آن، یکی از گروه‌های آزمایشی، برنامه‌ریزی برخط زبان‌آموزی به‌ کمک ‌رایانه و گروه دیگر برنامه‌ریزی راهبردی زبان‌آموزی به ‌کمک‌ رایانه را دریافت کردند. در گروه برنامه‌ریزی راهبردی، زبان‌آموزان  در هر جلسه مقاله‌ای در مورد یک موضوع مشخص نوشتند در حالی‌که اجازه داشتند در مورد آنچه می‌خواستند بنویسند (محتوا) و صورت‌های زبانی (واژه‌ها، دستور زبان و غیره) که می‌خواستند به کار برند، بیاندیشند. در گروه آزمایشی دیگر، زبان‌آموزان زمانی برای تفکر دربارة انجام تکلیف در طول تکلیف داشتند، ولی به آن‌ها آموزش داده شد که طرح خود را یادداشت نکنند. آموزش سنتی رایج برای شرکت کنندگان در گروه کنترل به کار گرفته شد. پس از ده جلسه، به زبان‌آموزان در سه گروه، پرسش‌نامه تمایل به برقراری ارتباط به عنوان پس‌آزمون داده شد. نتایج تحلیل کوواریانس نشان داد که برنامه‌ریزی برخط و برنامه‌ریزی راهبردی تأثیر قابلِ توجهی بر تمایل فراگیران زبان انگلیسی ایرانی به برقراری ارتباط دارد. افزون بر این، مشخص شد که تأثیر برنامه‌ریزی راهبردی در مقایسه با برنامه‌ریزی برخط بر تمایل فراگیران ایرانی زبان انگلیسی به برقراری ارتباط معنادارتر بود. یافته‌ها، نمایانگر کاربردهایی برای معلمان زبان انگلیسی در برنامه‌ریزی برخط و برنامه‌ریزی راهبردی در بافت آموزش زبان تکلیف‌-محور به‌ کمک ‌رایانه، برای ارتقای تمایل به برقراری ارتباط است.
کلیدواژه‌ها [English]
زبان‌آموزی به‌ کمک ‌رایانه, برنامه‌ریزی برخط, برنامه‌ریزی راهبردی, آموزش زبان تکلیف‌-محور, تمایل به برقراری ارتباط
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