تأثیر داستان گویی دیجیتال بر اضطراب شنیداری زبان‌آموزان
محورهای موضوعی : فن‎آوری اطلاعات
مهرک رحیمی
1
(دانشیار گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران)
الهام سلیمانی
2
(دانشجوی کارشناسی ارشد گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران)
کلید واژه: اضطراب شنیداری, داستان گویی دیجیتال, زبان آموزان,
چکیده مقاله :
هدف پژوهش حاضر، بررسی تأثیر داستان گویی دیجیتال بر اضطراب شنیداری زبان‌آموزان ایرانی است. شصت زبان‌آموز سطح متوسط به صورت نمونه در دسترس انتخاب شده و به عنوان گروه آزمایش (30 نفر) و کنترل (30 نفر) در تحقیق حاضر که از نوع شبه آزمایشی با پیش‌آزمون- پس‌آزمون است؛ شرکت نمودند. در ابتدا، برای سنجش سطح اضطراب شنیداری هر دو گروه از پرسش‌نامه اضطراب شنیداری زبان خارجه، با سه عامل اضطراب عاطفی، نگرانی ادراکی و ترس پیش‌بین به عنوان پیش‌آزمون استفاده شد. تدریس مهارت شنیدن بر اساس روش ارتباطی شامل سه مرحله پیش- شنیداری، شنیداری و پس- شنیداری به مدت 14 هفته انجام شد. در بخش شنیداری در گروه آزمایش داستان های دیجیتال به صورت چندرسانه ای اجرا شدند و شاگردان فایل داستان را با استفاده از دستگاه دی وی دی مشاهده کردند و به آن گوش دادند. بخش شنیداری گروه کنترل شامل گوش دادن به روایت شفاهی داستان بدون استفاده از پخش چندرسانه ای بود. فعالیت های پیش ـ شنیداری و پس ـ شنیداری هر دو گروه یکسان بود. در پایان، آزمایش اضطراب شنیداری هر دو گروه با استفاده از پرسش‌نامه اضطراب شنیداری زبان خارجه اندازه گیری شد. تحلیل داده ها، با استفاده از تحلیل کوواریانس چندمتغیری نشان داد که استفاده از داستان‌گویی دیجیتال سبب کاهش معنادار اضطراب شنیداری زبان‌آموزان گروه آزمایش و سه عامل آن در قیاس با گروه کنترل شده است. بررسی میزان تأثیر آزمایش بر سه عامل پرسش‌نامه حاکی از تأثیر قابل ملاحظه به‌کارگیری داستان های دیجیتال بر کاهش اضطراب عاطفی (شاخص مجذور اتای تفکیکی= 0/773) در قیاس با نگرانی ادراکی (شاخص مجذور اتای تفکیکی = 0/552) و ترس پیش‌بین (شاخص مجذور اتای تفکیکی= 0/247) می‌باشد.
The aim of the present study was investigating the impact of digital storytelling on language learners’ listening anxiety. Sixty intermediate language learners participated in the study and were sampled as the experimental (n=30) and control (n=30) groups. Their entry level listening anxiety was assessed by Foreign Language Listening Anxiety Questionnaire (FLLAQ) with respect to three factors: emotionality, worry, and anticipatory fear. Both groups received listening instruction based on communicative language teaching (pre-listening, listening, and post-listening). Pre-listening and post-listening activities of both groups were the same. For 14 weeks, the experimental group watched and listened to digital stories made by Corel Video Studio Pro X7 in the listening phase of their listening class. Meanwhile, the control group just listened to the narration of the same stories. FLLAQ was used as a posttest to assess participants’ listening anxiety at the end of the experiment. The result of multivariate analysis of covariance (MANCOVA) revealed that the listening anxiety of the experimental group lowered significantly at the end of the experiment in comparison to the control group considering the FLLAQ and its three dimensions. Examining the effect sizes, however, showed that the treatment effect was the strongest for lowering emotionality dimension of listening anxiety (partial eta squared=0.773) in comparison to worry (partial eta squared=0.552) and anticipatory fear (partial eta squared=0.247).
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