تأثیر یادگیری مشارکتی از طریق یک شبکه اجتماعی برای تقویت مهارت نوشتاری زبان آموزان ایرانی
محورهای موضوعی :
1 - Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol,, Iran
2 - گروه آموزش زبان انگلیسی ، دانشگاه آزاد اسلامی،دانشگاه آیت الله آملی،آمل،مازندران،ایران
کلید واژه: شبکه هایاجتماعی, فعالیت‌های مشارکتی آنلاین, مهارت نوشتاری, یادگیری مشارکتی,
چکیده مقاله :
هدف پژوهش حاضر، تأثیر یادگیری مشارکتی از طریق یک شبکه اجتماعی برای تقویت مهارت نوشتاری زبان آموزان ایرانی بود. روش پژوهش توصیفی- پیمایشی بود.جامعه آماري اين پژوهش دانش آموزان پایه دهم دوره متوسطه دوم مدراس پسرانه و دخترانه آیت اله آملی شهرستان آمل در سال تحصیلی 1401-1400 بودند كه بر اساس نرم‌افزار محاسبه حجم نمونه جی‌پاور، تعداد 24 نفر به روش نمونه‌گیری هدفمند به‌عنوان نمونه آماری انتخاب و به‌صورت گمارش تصادفی (قرعه‌کشی) انتخاب شدند و با راهنمایی معلم-محقق در شش گروه کوچک در سایت ادمودو ثبت نام کردند. بعد از دریافت راهنمایی و فایلهای آموزشی اولیه ، ابتدا با اصول داستان نویسی به زبان انگلیسی آشنا شدند. سپس در دو مرحله از آنها خواسته شد که ابتدا یک داستان کوتاه با همکاری همسالان خود از طریق سایت ادمودو بنویسند و پس از پایان فعالیت گروهی، هر دانش آموز موظف شد به تنهایی یک داستان را بنویسد. آزمون‌های نوشتاری بر اساس مدل (Alderson & Tankó, 2010) که نوشته ها را بر اساس مقیاس 1 تا 6 رتبه بندی میکند توسط دو ارزیاب (محققین) نمره‌گذاری شد. همبستگی پیرسون برای بررسی پایایی نمرات بین ارزیاب¬ها اجرا شد و نتایج (Pearson r = 0.81 p <.05,) برای آزمون انفرادی و(Pearson r = 0.88 p <.05,) برای آزمون گروهی، توافق معنی‌داری را بین دو ارزیاب در هر دو آزمون نشان داد. مقایسه نمرات داستانهای فردی نشان داد که پس از تکمیل کار گروهی آنلاین از طریق سایت، دانش آموزان پیشرفت قابل توجهی در مهارتهای نوشتاری خود نشان دادند و این اصل اثربخشی فعالیت‌های مشارکتی آنلاین از طریق رسانه‌های اجتماعی را تأکید میکند. از شرکت کنندگان خواسته شد که به یک پرسشنامه باز در دو مرحله قبل و بعد از پروژه آنلاین پاسخ دهند. روایی سازه پرسشنامه از طریق بررسی متخصصین و تحلیل عاملی اکتشافی تضمین شد. همچنین از تحلیل آلفای کرونباخ به عنوان معیار همسانی درونی مقیاس استفاده شد و شاخص پایایی برآورد شده پرسشنامه به دست آمد (90.=α). با توجّه به نتایج حاصل، اکثر دانش‌آموزان نگرشی مثبت نسبت به پروژهه یادگیری مشارکتی آنلاین نشان دادند.
Therefore, project-based learning through social networks has been the theoretical background of this study. The statistical population of this research was the 10th grade students of the secondary school of Ayatollah Amoli Madrasah for boys and girls in Amol city in the academic year of 1401-1400. Based on the J-power sample size calculation software, 24 people were selected as a statistical sample by purposive sampling method and assigned. They were randomly selected (lottery) and registered on the Edmodo website with the guidance of a teacher-researcher in six small groups. After receiving the guidance and basic educational files, they were first introduced to the principles of story writing in English. Then, in two stages, they were asked to first write a short story in collaboration with their peers through the Edmodo site, and after finishing the group activity, each student was required to write a story alone. The written tests were scored by two evaluators (researchers) based on the model (Alderson & Tankó, 2010) that ranks the writings on a scale of 1 to 6. Pearson's correlation was performed to check the reliability of the scores between the raters and the results for the individual test (Pearson r = 0.81 p < .05) and for the group test (Pearson r = 0.88 p < .05) showed a significant agreement between the two raters. Comparing the scores of individual stories showed that after completing online group work through the site, students showed significant improvement in their writing skills, and this principle emphasizes the effectiveness of online collaborative activities through social media. Participants were also asked to answer an open-ended questionnaire in two stages before and after the online project. The construct validity of the questionnaire was guaranteed through expert review and exploratory factor analysis. Also, Cronbach's alpha analysis was used as a measure of internal homogeneity of the scale and the estimated reliability index of the questionnaire was obtained (α=90). According to the results, most of the students showed a positive attitude towards the online cooperative learning project.
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