ارزیابی پویای رایانه-محور عملکرد نگارشی زبان آموزان انگلیسی به عنوان زبان خارجی: شواهدی از حیطه های شناختی و عاطفی

Subject Areas : All areas of language and translation

Solmaz MovahedFar ¹ , Gholam-Reza Abbasian ² , Alireza Ameri ³

1 - English Department, Kish International Branch, Islamic Azad University, Kish Island, Iran
2 - English Department, Imam Ali University, Tehran, Iran
3 - English Department, South Tehran Branch, Islamic Azad University, Tehran, Iran

Received: 2021-05-03 Accepted : 2021-07-26 Published : 2022-07-01

Keywords: نگرش, ارزیابی پویای رایانه-محور, زبان آموز انگلیسی, مهارت نگارشی       ,

Abstract :

هد ف از انجام این مطالعه بررسی اثر ارزیابی پویای رایانه-محور بر عملکرد مهارت نگارشی زبان آموزان ایرانی زبان انگلیسی و نگرش آنها نسبت به این نوع آموزش بوده است. برای انجام این کار،  60 نفر زبان آموز سطح متوسط  از میان 120 نفر بر اساس عملکرد زبانی اشان در آزمون مهارت زبانی نلسون انتخاب شدند. سپس، به صورت تصادفی به دو گروه مساوی تقسیم شدند که گروه هدف به عنوان گروه آزمایشی و گروه دیگر به عنوان شاهد مورد مطالعه قرار گرفتند.  براساس طرح پژوهشی پیش-پس آزمون، آموزش مهارت نگارشی به شیوه خاص و پرسشنامه بررسی نگرش به اجرا در آمدند.  گروه آزمایشی تحت آموزش یارانه-محور و گروه شاهد آموزش مهارت نگارشیی به شیوه متعارف را تجربه کردند.  تجزیه و تحلیل آماری پارامتریک  وغیر پارامتریک مرتبط موید تفاوت آماری معنادار بین گروه آزمایشی و گروه شاهد در تقویت مهارت نگارشی از یک طرف و نگرش مثبت نسبت به این نوع آموزش ارزیابی رایانه-محور از طرف دیگرمی باشد. این یافته ها حاکی از این است که آموزش و ارزیابی مهارت نگارشی از طریق ارزیابی پویای رایانه-محورمی تواند در تقویت مهارت نگارشی نقش ابزاری ایفا کند. مزید برنقش نظری، یافته های این مطالعه می تواند به دست اندرکاران از نظر کاریرد  و کفایت  شناختی و عاطفی  آموزش بر اساس ارزیابی پویای رایانه-محور در بستر آموزش زبان انگلیسی به عنوان زبان خارجحی بطور عام و در آموزش مهارت  نگارشی به طور خاص اطمینان دهد. 

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