برسی دقت ارزیابی زبان آموزان ایرانی در ارزیابی مشارکتی خواندن و درک مطلب زبان انگیسی به عنوان زبان خارجی

Subject Areas : All areas of language and translation

Mina  Bolghari ¹ (PhD Candidate in TEFL, Science and Research Branch, Islamic Azad University, Tehran, Iran)
Parviz  Birjandi ² (Professor, Science and Research Branch, Islamic Azad University, Tehran, Iran)
Parviz  Maftoon ³ (Associate Professor, Science and Research Branch, Islamic Azad University, Tehran, Iran)

Received: 2021-08-13 Accepted : 2021-08-13 Published : 2021-10-01

Keywords: ارزیابی مشارکتی, خواندن مشارکتی, خود ارزیابی, دقت ارزیابی, همتا ارزیابی,

Abstract :

یادگیری مشارکتی درمطالعات بیشماری مورد توجه واقع شده است که در این میان، تاثیر مثبت آن بر روی مهارت خواندن و درک مطلب زبان انگلیسی--به عنوان زبان خارجی-- به اثبات رسیده است. با این وجود، مطالعات نشان میدهند تا زمانیکه یادگیری مشارکتی مورد ارزیابی قرار نگیرد، زبان آموزان به طور جدی به آن نخواهند پرداخت. بر این اساس، هدف اصلی این مطالعه بررسی دقت ارزیابی زبان آموزان ایرانی در ارزیابی مشارکتی مهارت خواندن مد نظر واقع شد. در راستای احقاق این هدف، 60 دانشجوی  سال دوم رشته تربیت مترجم زبان انگلیسی از دانشگاه آزاد اسلامی، واحد تهران مرکزی انتخاب شدند. اطلاعات مربوط، طی 15 هفته جمع آوری شد. هر هفته، ابتدا زبان آموزان یک متن را در کلاس در گروههای چهار نفری خود به طور مشارکتی می خواندند و سپس تکالیف فردی خود را در منزل انجام میدادند. برای ارزیابی خواندن مشارکتی،  هر هفته فعالیت گروهی و نیز فعالیت فردی و مستقل هردانشجو توسط مدرس، خود دانشجویان، و همگروهی ها  مورد ارزیابی قرار میگرفت. نتایج مطالعه نشانگر دقت معنادار زبان آموزان در امر ارزیابی مشارکتی بود. همچنین، بر اساس نتایج کیفی به دست آمده از مصاحبه گروهی، شرکت کنندگان دریافت مثبتی از ارزیابی خواندن مشارکتی داشتند. نتایج تحقیق حاضر میتواند گواهی بر اعتبار ارزیابی مشارکتی در سنجش مهارت خواندن و درک مطلب زبان آموزان ایرانی باشد. 

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