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Mohammadian, zeinab, Ramezanzadeh, Akram, Moradian, Mahmood Reza. (1403). A Mixed-Methods Study of the Effect of Using Situation Comedies on Iranian EFL Learners’ Critical Reasoning and Action. جلوه هنر, 8(2), 7-32. doi: 10.22051/lghor.2023.42811.1770
zeinab Mohammadian; Akram Ramezanzadeh; Mahmood Reza Moradian. "A Mixed-Methods Study of the Effect of Using Situation Comedies on Iranian EFL Learners’ Critical Reasoning and Action". جلوه هنر, 8, 2, 1403, 7-32. doi: 10.22051/lghor.2023.42811.1770
Mohammadian, zeinab, Ramezanzadeh, Akram, Moradian, Mahmood Reza. (1403). 'A Mixed-Methods Study of the Effect of Using Situation Comedies on Iranian EFL Learners’ Critical Reasoning and Action', جلوه هنر, 8(2), pp. 7-32. doi: 10.22051/lghor.2023.42811.1770
Mohammadian, zeinab, Ramezanzadeh, Akram, Moradian, Mahmood Reza. A Mixed-Methods Study of the Effect of Using Situation Comedies on Iranian EFL Learners’ Critical Reasoning and Action. جلوه هنر, 1403; 8(2): 7-32. doi: 10.22051/lghor.2023.42811.1770

A Mixed-Methods Study of the Effect of Using Situation Comedies on Iranian EFL Learners’ Critical Reasoning and Action

Journal of Language Horizons
مقاله 1، دوره 8، شماره 2 - شماره پیاپی 20، آبان 2024، صفحه 7-32    اصل مقاله (428.11 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2023.42811.1770
نویسندگان
zeinab Mohammadian1؛ Akram Ramezanzadeh* 2؛ Mahmood Reza Moradian3
1Department of English, Lorestan University, Khorramabad, Iran,
2Department of English, Lorestan University, Khorramabad, Iran.
3Department of English, Lorestan University, Khorramabad, Iran
چکیده
This mixed-methods study, adopting a sequential explanatory design, aimed to (a) investigate the effect of situation comedies (sitcoms) on Iranian EFL learners’ critical reasoning as well as action and (b) explore learners’ attitudes about the way sitcoms could influence their critical reasoning and action. In this mixed-methods study, sixty learners were randomly selected and assigned to a control and an experimental group. While the control group participated in regular classes, the experimental group watched sitcoms. Before and after the treatment, the Persian version of the California Critical Thinking Skills Test, Form B (CCTST) (Khalili & Hossein Zadeh, 2003) was utilized to measure participants’ reasoning skills.  To assess critical action, the Activism Orientation Scale (Corning & Myers, 2002) was used. Quantitative data were analyzed using Analysis of Covariance (ANCOVA). Some of the participants in the experimental group were interviewed about the way sitcoms affected their criticality. Qualitative data were analyzed using content analysis. The result of ANCOVA tests showed a significant difference between the two groups regarding their criticality. In support of quantitative results, the analysis of the interviews confirmed the effectiveness of sitcoms in improving learners’ criticality. Qualitative findings showed that sitcoms enhanced learners’ critical reasoning through inference and evaluation and raised their awareness of social issues and their eagerness to participate in life-changing activities. Integrating findings from the two phases confirmed that sitcoms increased learners’ awareness of the world and deepened their understanding of diversities.
کلیدواژه‌ها
critical action؛ critical reasoning؛ humor؛ mixed-methods research؛ sitcoms
عنوان مقاله [English]
مطالعه‌ای با روش تحقیق ترکیبی درباره تأثیر کمدی موقعیت بر استدلال و کنش انتقادی فراگیران ایرانی زبان انگلیسی
نویسندگان [English]
زینب محمدیان1؛ اکرم رمضان زاده رستمی2؛ محمدرضا مرادیان3
1دانش آموخته کارشناسی ارشد، گروه زبان انگلیسی، دانشگاه لرستان، خرم آباد، ایران.
2استادیار، گروه زبان انگلیسی، دانشگاه لرستان، خرم آباد، ایران
3دانشیار، گروه زبان انگلیسی، دانشگاه لرستان، خرم آباد، ایران
چکیده [English]
این پژوهش ترکیبی، با اتخاذ طرح تبیینی متوالی، در صدد (الف) بررسی تأثیر کمدی موقعیت بر مهار‌ت‌‌های استدلال انتقادی و کنش انتقادی زبان آموزان ایرانی و (ب) کنکاش نگرش آنان درباره چگونگی تاثیر کمدی موقعیت بر استدلال انتقادی و کنش انتقادی آنان می‌باشد. 60 نفر زبان‌آموز به صورت تصادفی انتخاب و در دو گروه شاهد و کنترل تقسیم شدند. گروه کنترل آموزش کلاسی رایج را دریافت کرد، در حالی‌که گروه شاهد از طریق مشاهده کمدی موقعیت، به فراگیری زبان انگلیسی پرداخت. از ویرایش فارسی آزمون تفکر انتقادی کالیفرنیا، برای سنجش مهارت­های کلی استدلال شرکت­ کنندگان استفاده شد. برای ارزیابی و سنجش کنش انتقادی آنان مقیاس جهت­ گیری کنش‌گرایی کورنینگ و مایرز (2002) استفاده شد. برای تحلیل داده‌های کمی از تحلیل کوواریانس مورد استفاده قرار گرفت. نتایج نشان داد که تفاوت معنی‌داری میان دو گروه از نظر استدلال انتقادی و کنش انتقادی وجود دارد. تحلیل مصاحبه ­ها اثربخشی کمدی موقعیت در بهبود استدلال و کنش انتقادی را تایید کرد. یافته ­های کیفی شامل دو مضمون درباره نقش کمدی موقعیت در پرورش مهارت استدلال انتقادی بود: استنتاج و ارزیابی. درباره کنش انتقادی دو مضمون آگاهی از مسائل سیاسی و اجتماعی و اشتیاق برای حضور در فعالیت‌ها جهت تغییر به دست آمد. تلفیق داده‌ها مشخص کرد که کمدی موقعیت فهم زبان‌آموزان از تفاوت اجتماعی را ارتقاء می‌دهد.
کلیدواژه‌ها [English]
تحقیق ترکیبی, استدلال انتقادی, کنش انتقادی, طنز, طنز موقعیت
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آمار
تعداد مشاهده مقاله: 300
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