Self-Directed and Autonomous Learning Concerning Using Technology-Based Activities in the Distance Learning
محورهای موضوعی : نشریه زبان و ترجمه
1 - Department of English Language learning, Velayat University, Iranshahr, Iran
کلید واژه: Autonomy, technology-based activities (TBA), self-direct, the Covid-19 pandemic, the distance learning,
چکیده مقاله :
Nowadays, technology is an inseparable part of modern life, and it is closely related to learning a new language in every context. This study investigates the self-direction and autonomy of Iranian EFL university students in distance learning after the coronavirus disease 2019 (COVID-19) pandemic. This questionnaire-based study was conducted on 76 EFL students using three close-ended questionnaires to assess the technology-based activities (TBA) used by the students. In addition, ten students were randomly selected and interviewed about their attitudes toward the role of TBA in distance learning and their improvement in English proficiency. The results reveled that listening to the teacher's recorded voice (score: 4.81), 2) using dictionaries or translators (score: 4.55), 3) listening to English music (score: 4.10), 4) using English language software and applications (score: 4.02), and 5) joining an English group through a social networking application (score: 3.90) were the most frequently used TBA by EFL university students. In addition, there is a positive correlation between self-direction and the use of TBA (p. value< 0.01) and between TBA and autonomous learning (p. value< 0.01) (OR: 0.551). It can be concluded that teachers should provide access to technology-based resources, applications, and social media; make activities with technology motivating and fun; and teach strategies for using TBA outside and inside the classroom.
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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