تأثیر آموزش چند رسانه‌ای بر مهارت خواندن و درک مطلب زبان انگلیسی
محورهای موضوعی : آموزش عالی
ماهان عطار
1
(گروه زبان و ادبیات، دانشگاه فرهنگیان)
حمزه نظری صارم
2
(مربی/ گروه علوم تربیتی)
کلید واژه: خواندن و درک مطلب, آموزش چند رسانه‌ای, دانشجو معلمان, مکمل آموزش,
چکیده مقاله :
استفاده از سخت‌افزارها و نرم‌افزارهای مناسب برای آموزش به شیوه چند رسانه‌ای، ابزاری نیرومند و قوی برای ارتقائ کیفیت و کارایی آموزش بوده و شیوه‌های سنتی آموزش را دستخوش تغییر قرار داده است و افق جدیدی را پیش‌روی دانشگاه‌ها و مراکز آموزشی نهاده و توانسته است نیاز کاربران را به عنوان مکمل آموزش برطرف نماید. بر همین اساس هدف این پژوهش، تعیین تأثیر آموزش چند رسانه‌ای بر بهبود مهارت خواندن و درک مطلب دانشجو معلمان در درس زبان تخصصی بود. پژوهش حاضر از نوع پژوهش‌های نیمه‌آزمایشی با طرح مقایسه گروه کنترل و آزمایش بود. نمونه آماری پژوهش شامل 40 نفر از دانشجو معلمان سال آخردر پردیس شهید باهنر همدان بوده است که به دو گروه مساوی (20 نفر گروه کنترل و 20 نفر گروه آزمایش) تقسیم شدند. گروه کنترل با آموزش به شیوه بحثی ، و گروه آزمایش به روش چند رسانه‌ای آموزش دیدند و نمرات آنها با استفاده از تحلیل کوواریانس یک متغیره (ANCOVA) مقایسه شدند. نتایج نشان داد که بین عملکرد گروه‌ها تفاوت معنی‌دار به نفع گروه آزمایش وجود دارد. بر این اساس می‌توان پیشنهاد داد که آموزش چند رسانه‌ای برای پیشبرد توانایی خواندن و درک مطلب نو معلمان در درس زبان تخصصی مورد استفاده قرار گیرد.
The use of appropriate hardware and software in teaching with the help of multimedia, is a powerful tool to improve the quality and efficiency of education. Accordingly, the purpose of this study was to determine the effect of teaching with multimedia on improving the reading skills and comprehension of students in specialized language courses. The present study was a quasi-experimental study with a comparison of control and experimental groups. The statistical sample of the study included 40 final year student teachers in Shahid Bahonar College of Hamadan. The sample was divided into two equal groups (20 in the control group and 20 in the experimental group). The control group was trained by discussion method, and the experimental group was trained by multimedia method and their scores were compared using univariate analysis of covariance (ANCOVA). The results showed that there was a significant difference between the groups in favor of the experimental group. Based on this, it can be suggested that multimedia education can be used to promote teachers' ability to read and understand new material in specialized language lessons.
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Aggarwal, S., & Jca, O. (2009). Principles, Methods & Techniques Of Teac. Vikas Publishing House.
Agnew, P. W., Kellerman, A. S., & Meyer, J. (1996). Multimedia in the Classroom. Allyn and Bacon.
Al-Ajmi, N.A.H. & Aljazzaf, Z. M. (2020). Factors influencing the use of multimedia technologies in teaching English language in Kuwait. International Journal of Emerging Technologies in Learning, 15 (5), 212-234
Alemdag, E. Cagiltay, K. (2018). A systematic review of eye tracking research on multimedia learning Comput. Education, (125), 413-428
Almara'beh, H.& Amer, E.F. & Sulieman, A. (2015). The effectiveness of multimedia learning tools in education. Int. J. Adv. Res. Comput. Sci. Software Eng International Journal of Advanced Research in Computer Science and Software Engineering., 5 (12), 761-764
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Bagheri, Fatemeh. (2008). Use of Audio-visual Materials and Equipment in Libraries. Tehran, Chapar. (in Persian).
Barati, Akram. (2004). The Process of Designing Educational Multimedia and Presenting a Proposed Model Based on the Constructivist Approach. Thesis for Master from educational science and Psychology Department Kharazmi University. (in Persian).
Barzegar, Nader and Moradi, Saeed. (2007). Design and Application of Educational Materials and Educational Aids. Tehran, Azad University. (in Persian).
Behnam moghaddam, M. M., & Moosavipour, S. (2016). The Efficiency of Social Studies Educational Multimedia on the Disabled Students’ Educational Achievement and Social Skills Development. Information and Communication Tecnology in Educational Sciences Journal, 7, 1(25). 91-107. (in Persian).
Cain, K., Oakhill, J., and Lemmon, K. (2004). Individual differences in the inference of word meanings from context: the influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Education Psychology. 96, 671–681.
Coleman, L. O., Gibson, P., Cotten, S. R., Howell-Moroney, M., & Stringer, K. (2016). Integrating computing across the curriculum: The impact of internal barriers and training intensity on computer integration in the elementary school classroom. Journal of Educational Computing Research, 54(2), 275- 294.
Danckert, J. A., & Allman, A. A. A. (2005). Time flies when you’re having fun: Temporal estimation and the experience of boredom. Brain and cognition, 59(3), 236-245.
Eady, M., & Lockyer, L. (2013). Tools for learning: Technology and teaching. Learning to teach in the primary school, 71.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Fotos, S., & Browne, C. M. (Eds.). (2013). New perspectives on CALL for second language classrooms. Routledge.
Guan, N., Song, J., & Li, D. (2018). On the advantages of computer multimedia-aided English teaching. Procedia computer science, 131, 727-732.
Ilhan, G. O. & Oruc, S. (2016). Effect of the use of Multimedia on students’ performance: a case study of social studies class. Educational Research and Reviews, 11(8), 877–877
Isakson, R. L., Isakson, M. B., Plummer, K. J., & Chapman, S. B. (2016). Development and validation of the Isakson survey of academic reading attitudes (ISARA). Journal of College Reading and Learning, 46(2), 113–138.
Kanellopoulou, C., Kermanidis, K. L. & Giannakoulopoulos, A. (2019). The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool. Education Scienses, 9(3), 210–223.
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Review (formerly AACE Journal), 16(1), 77-92.
Kousha, Mansour. (2014). English for Preschool and Elementary Education Students. Tehran, Samt. (in Persian).
Lee, S. P., Lee, S. D. & Liao, Y. L., & Wang, A. C. (2015). Effects of Audio-Visual Aids on Foreign Language Test Anxiety, Reading and Listening Comprehension, and Retention in EFL Learners. Perceptual and motor skills, 120(2), 576–90
Lennartsson, F. (2008). Students' motivation and attitudes towards learning a second language:-British and Swedish students' points of view.
Lepola, J., Lynch, J., Laakkonen, E., Silvén, M., & Niemi, P. (2012). The role of inference making and other language skills in the development of narrative listening comprehension in 4–6‐year‐old children. Reading Research Quarterly, 47(3), 259-282.
Lervåg, A., Hulme, C., & Melby‐Lervåg, M. (2018). Unpicking the developmental relationship between oral language skills and reading comprehension: It's simple, but complex. Child development, 89(5), 1821-1838.
Mayer R. E. (2020). Multimedia Learning. University of California, Santa Barbara.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational psychologist, 32(1), 1–19.
Mayer, R. E. (2002). Multimedia learning. Psychology of learning and motivation, 41, 85–139.
Mayer, R. E. (2008). Applying the science of learning: evidence-based principles for the design of multimedia instruction. American psychologist, 63(8), 760.
Mayer, R. E. (2009). Multimedia Learning. Cambridge: Cambridge University Press.
Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187–198.
Nett, U. E., Goetz, T., & Daniels, L. M. (2010). What to do when feeling bored? Students’ strategies for coping with boredom. Learning and Individual Differences. 20 (6), 626–638.
Pourzahir, Alitaghi. (2006). The Necessity of Using Information and Communication Technology in Education. The second educational technology conference, a new approach in educational systems. Tehran, Allameh Tabatabaee University Publication. (in Persian).
Putra, C. A. (2018). Utilization of Multimedia Technology for Instructional Media, JICT Educ. 5, 1-8
Rezaie, S. H., & Barani, G., (2011). Iranian teachers’ perspective of the implementation of audiovisual devices in teaching. Procedia Computer Science, 1576–1580.
Seargeant, P. (2009). The idea of English in Japan: Ideology and the evolution of a global language. Multilingual Matters.
Shafiepoor motlagh, F., & Ghadimi Fini, T. (2016). The Relationship between the Use of Information and Communication Technology in Teaching and Perceived Educational Justice and Trust. Information and Communication Tecnology in Educational Sciences Journal, 7, 1(25). 127-144. (in Persian).
Smaldino, S. E., Lowther, D., Mims, C. (2018). Instructional Media and Technology for learning, (12th Ed.). New York, N.Y: Macmillan Publishing Company.
Sophian, Ghodratollah. (2005). Strategies for Teachers of Long Distance Learning Centers. Tehran. Mehrborna. (in Persian).
Sordan, S. D. (2005). A cognitive approach to instructional design for multimedia learning. Informing Science Journal, 8 (4). 263–279
Sordan, S. D. (2012). The Handbook of Educational Theories. In B. J. Irby, G. Brown, R. R. L. Alecio, and S. Jackson (Eds.), The cognitive theory of multimedia learning (pp. 155–167). Charlotte, North Carolina: Information Age Publishing Inc.
Spence, P., & Liu, G. Z. (2013). Engineering English and the high-tech industry: A case study of an English needs analysis of process integration engineers at a semiconductor manufacturing company in Taiwan. English for specific purposes, 32(2), 97–109.
Stillings, N. A., Weisler, S. E., Chase, C. H., Feinstein, M. H., Garfield, J. L., & Rissland, E. L. (1995). Cognitive science: An introduction (2nd Ed.). Cambridge, MA: MIT Press.
Sweller, J. (2010). Cognitive load theory: Recent theoretical advances.
Taghavi Takyar,S.F. & Jalali,M. (2016). The Effect of Multimedia-Based Instruction on improving Iranian EFL Learners’ Grammar Knowledge and their Attitudes. The Journal of Applied Linguistics , Fall & Winter, 9 (19),161-177
Zarei, A. A. (2018). On the Relationship between Metacognitive Reading Strategies, Reading Self-Efficacy, and L2 Reading Comprehension. Journal of English Language Teaching and Learning, 22 (2), 157–181.
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Acha, J. (2009). The effectiveness of multimedia programmes in children’s vocabulary learning. British Journal of Educational Technology, 40(1), 23–31.
Aggarwal, S., & Jca, O. (2009). Principles, Methods & Techniques Of Teac. Vikas Publishing House.
Agnew, P. W., Kellerman, A. S., & Meyer, J. (1996). Multimedia in the Classroom. Allyn and Bacon.
Al-Ajmi, N.A.H. & Aljazzaf, Z. M. (2020). Factors influencing the use of multimedia technologies in teaching English language in Kuwait. International Journal of Emerging Technologies in Learning, 15 (5), 212-234
Alemdag, E. Cagiltay, K. (2018). A systematic review of eye tracking research on multimedia learning Comput. Education, (125), 413-428
Almara'beh, H.& Amer, E.F. & Sulieman, A. (2015). The effectiveness of multimedia learning tools in education. Int. J. Adv. Res. Comput. Sci. Software Eng International Journal of Advanced Research in Computer Science and Software Engineering., 5 (12), 761-764
Baddeley, A. D. (1986). Working memory oxford. England: Oxford Uni.
Bagheri, Fatemeh. (2008). Use of Audio-visual Materials and Equipment in Libraries. Tehran, Chapar. (in Persian).
Barati, Akram. (2004). The Process of Designing Educational Multimedia and Presenting a Proposed Model Based on the Constructivist Approach. Thesis for Master from educational science and Psychology Department Kharazmi University. (in Persian).
Barzegar, Nader and Moradi, Saeed. (2007). Design and Application of Educational Materials and Educational Aids. Tehran, Azad University. (in Persian).
Behnam moghaddam, M. M., & Moosavipour, S. (2016). The Efficiency of Social Studies Educational Multimedia on the Disabled Students’ Educational Achievement and Social Skills Development. Information and Communication Tecnology in Educational Sciences Journal, 7, 1(25). 91-107. (in Persian).
Cain, K., Oakhill, J., and Lemmon, K. (2004). Individual differences in the inference of word meanings from context: the influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Education Psychology. 96, 671–681.
Coleman, L. O., Gibson, P., Cotten, S. R., Howell-Moroney, M., & Stringer, K. (2016). Integrating computing across the curriculum: The impact of internal barriers and training intensity on computer integration in the elementary school classroom. Journal of Educational Computing Research, 54(2), 275- 294.
Danckert, J. A., & Allman, A. A. A. (2005). Time flies when you’re having fun: Temporal estimation and the experience of boredom. Brain and cognition, 59(3), 236-245.
Eady, M., & Lockyer, L. (2013). Tools for learning: Technology and teaching. Learning to teach in the primary school, 71.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Fotos, S., & Browne, C. M. (Eds.). (2013). New perspectives on CALL for second language classrooms. Routledge.
Guan, N., Song, J., & Li, D. (2018). On the advantages of computer multimedia-aided English teaching. Procedia computer science, 131, 727-732.
Ilhan, G. O. & Oruc, S. (2016). Effect of the use of Multimedia on students’ performance: a case study of social studies class. Educational Research and Reviews, 11(8), 877–877
Isakson, R. L., Isakson, M. B., Plummer, K. J., & Chapman, S. B. (2016). Development and validation of the Isakson survey of academic reading attitudes (ISARA). Journal of College Reading and Learning, 46(2), 113–138.
Kanellopoulou, C., Kermanidis, K. L. & Giannakoulopoulos, A. (2019). The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool. Education Scienses, 9(3), 210–223.
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Review (formerly AACE Journal), 16(1), 77-92.
Kousha, Mansour. (2014). English for Preschool and Elementary Education Students. Tehran, Samt. (in Persian).
Lee, S. P., Lee, S. D. & Liao, Y. L., & Wang, A. C. (2015). Effects of Audio-Visual Aids on Foreign Language Test Anxiety, Reading and Listening Comprehension, and Retention in EFL Learners. Perceptual and motor skills, 120(2), 576–90
Lennartsson, F. (2008). Students' motivation and attitudes towards learning a second language:-British and Swedish students' points of view.
Lepola, J., Lynch, J., Laakkonen, E., Silvén, M., & Niemi, P. (2012). The role of inference making and other language skills in the development of narrative listening comprehension in 4–6‐year‐old children. Reading Research Quarterly, 47(3), 259-282.
Lervåg, A., Hulme, C., & Melby‐Lervåg, M. (2018). Unpicking the developmental relationship between oral language skills and reading comprehension: It's simple, but complex. Child development, 89(5), 1821-1838.
Mayer R. E. (2020). Multimedia Learning. University of California, Santa Barbara.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational psychologist, 32(1), 1–19.
Mayer, R. E. (2002). Multimedia learning. Psychology of learning and motivation, 41, 85–139.
Mayer, R. E. (2008). Applying the science of learning: evidence-based principles for the design of multimedia instruction. American psychologist, 63(8), 760.
Mayer, R. E. (2009). Multimedia Learning. Cambridge: Cambridge University Press.
Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187–198.
Nett, U. E., Goetz, T., & Daniels, L. M. (2010). What to do when feeling bored? Students’ strategies for coping with boredom. Learning and Individual Differences. 20 (6), 626–638.
Pourzahir, Alitaghi. (2006). The Necessity of Using Information and Communication Technology in Education. The second educational technology conference, a new approach in educational systems. Tehran, Allameh Tabatabaee University Publication. (in Persian).
Putra, C. A. (2018). Utilization of Multimedia Technology for Instructional Media, JICT Educ. 5, 1-8
Rezaie, S. H., & Barani, G., (2011). Iranian teachers’ perspective of the implementation of audiovisual devices in teaching. Procedia Computer Science, 1576–1580.
Seargeant, P. (2009). The idea of English in Japan: Ideology and the evolution of a global language. Multilingual Matters.
Shafiepoor motlagh, F., & Ghadimi Fini, T. (2016). The Relationship between the Use of Information and Communication Technology in Teaching and Perceived Educational Justice and Trust. Information and Communication Tecnology in Educational Sciences Journal, 7, 1(25). 127-144. (in Persian).
Smaldino, S. E., Lowther, D., Mims, C. (2018). Instructional Media and Technology for learning, (12th Ed.). New York, N.Y: Macmillan Publishing Company.
Sophian, Ghodratollah. (2005). Strategies for Teachers of Long Distance Learning Centers. Tehran. Mehrborna. (in Persian).
Sordan, S. D. (2005). A cognitive approach to instructional design for multimedia learning. Informing Science Journal, 8 (4). 263–279
Sordan, S. D. (2012). The Handbook of Educational Theories. In B. J. Irby, G. Brown, R. R. L. Alecio, and S. Jackson (Eds.), The cognitive theory of multimedia learning (pp. 155–167). Charlotte, North Carolina: Information Age Publishing Inc.
Spence, P., & Liu, G. Z. (2013). Engineering English and the high-tech industry: A case study of an English needs analysis of process integration engineers at a semiconductor manufacturing company in Taiwan. English for specific purposes, 32(2), 97–109.
Stillings, N. A., Weisler, S. E., Chase, C. H., Feinstein, M. H., Garfield, J. L., & Rissland, E. L. (1995). Cognitive science: An introduction (2nd Ed.). Cambridge, MA: MIT Press.
Sweller, J. (2010). Cognitive load theory: Recent theoretical advances.
Taghavi Takyar,S.F. & Jalali,M. (2016). The Effect of Multimedia-Based Instruction on improving Iranian EFL Learners’ Grammar Knowledge and their Attitudes. The Journal of Applied Linguistics , Fall & Winter, 9 (19),161-177
Zarei, A. A. (2018). On the Relationship between Metacognitive Reading Strategies, Reading Self-Efficacy, and L2 Reading Comprehension. Journal of English Language Teaching and Learning, 22 (2), 157–181.