یادگیری خودهدایتی و خودمختار درارتباط با استفاده از فعالیت های مبتنی بر فناوری در آموزش از راه دور

Subject Areas : All areas of language and translation

Soraya Raeisi ¹ ( Department of English Language learning, Velayat University, Iranshahr, Iran )

Received: 2022-09-05 Accepted : 2022-12-19 Published : 2023-11-01

Keywords: آموزش از راه دور, خودمختاری, فعالیت های مبتنی بر فناوری (TBA), خود هدایتی, همه گیری کووید-19,

Abstract :

امروزه، فناوری بخشی جدایی ناپذیر از زندگی مدرن است و ارتباط تنگاتنگی با یادگیری یک زبان جدید در هر زمینه ای دارد. این مطالعه به بررسی خودهدایتی و خودمختاری دانشجویان ایرانی زبان انگلیسی در آموزش از راه دور پس از همه‌گیری بیماری کروناویروس 2019 (COVID-19) می‌پردازد. این مطالعه مبتنی بر پرسشنامه بر روی 76 دانشجوی زبان انگلیسی با استفاده از سه پرسشنامه بسته برای ارزیابی فعالیت های مبتنی بر فناوری (TBA) مورد استفاده دانشجویان انجام شد. همچنین، ده دانش‌آموز به‌طور تصادفی انتخاب و در مورد نگرش‌هایشان نسبت به نقش TBA در یادگیری از راه دور و بهبود مهارت‌های زبان انگلیسی مورد مصاحبه قرار گرفتند. نتایج نشان داد که گوش دادن به صدای ضبط شده معلم (امتیاز: 4.81)، 2) استفاده از فرهنگ لغت یا مترجم (امتیاز: 4.55)، 3) گوش دادن به موسیقی انگلیسی (امتیاز: 4.10)، 4) ، استفاده از نرم افزارها و برنامه های کاربردی زبان انگلیسی (امتیاز) : 4.02)، و 5) پیوستن به یک گروه انگلیسی از طریق یک برنامه شبکه اجتماعی (امتیاز: 3.90) بیشترین استفاده از TBA توسط دانشجویان دانشگاه EFL بود. علاوه بر این، بین خود هدایتی و استفاده از TBA (p. value< 0.01) و بین TBA و یادگیری خودمختار (p. value< 0.01) همبستگی مثبت وجود دارد (OR: 0.551). می توان نتیجه گرفت که معلمان باید دسترسی به منابع، برنامه های کاربردی و رسانه های اجتماعی مبتنی بر فناوری را فراهم کنند. فعالیت هایی همراه با فناوری انگیزه و سرگرم کننده ایجاد کنند و راهبردهایی برای استفاده از TBA در خارج و داخل کلاس درس آموزش دهند.

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