Implication of Face-to-Face Project Based Learning in Teaching Speaking Skills
محورهای موضوعی : نشریه زبان و ترجمه
Maryam Miraei Mohammadi
1
(
PhD Candidate of TEFL, Department of English Language, Faculty of Literature and
)
Sayyed Mohammad Alavi
2
(
Professor of TEFL, Department of English Language, Faculty of Literature and Humanities, University of Tehran, Tehran, Iran
)
Mohammad Khatib
3
(
Professor of TEFL, Department of English Language, Faculty of Foreign Languages and Literature, Allameh Tabatabai University, Tehran, Iran
)
کلید واژه: Speaking Skill, Teacher Education, Face-to-Face language learning, Project Based Learning (PBL),
چکیده مقاله :
This study aimed to examine the extent of familiarity of speaking instructors with the notion of Project Based Learning (PBL) and to find the effect of face-to-face PBL method on speaking ability of university language learners at different language proficiency levels. To reach this goal, four university speaking instructors‟ were asked to score the learners after some sessions of instructions. Then, to have teacher education sessions, the instructors were interviewed and given handouts on the basis of PBL themes. Af- ter the teacher training, their classes were observed and video recorded. To find the effect of the instruc- tion on both teacher education and students learning, the instructors were asked to score the learners at the end of the speaking courses. To examine the differences in the speaking scores of language learners be- fore and after the teacher education, a paired samples t-test was performed. The results indicated that all participants in the groups progressed in their speaking skills by comparing their pretests and posttests. The outcomes suggest the policy makers should provide opportunities for university instructors to observe principles of PBL in language teaching and replace the traditional methods and methods with it.
این مطالعه با هدف بررسی میزان آشنایی مدرسان مهارت گفتاری با مفهوم یادگیری مبتنی بر پروژه و همچنین یافتن تأثیر روش رو در رو پروژه محور بر توانایی صحبت کردن دانشجویان زبان انگلیسی در سطوح مختلف مهارت زبان انجام شد. برای رسیدن به این هدف ، از چهار مدرس مهارت گفتاری در دانشگاه خواسته شد که پس از چند جلسه آموزش ، مهارت گفتاری زبان آموزان را ارزیابی کنند. سپس ، برای برگزاری جلسات آموزش معلمان ، با آنها مصاحبه وبه آنها جزوه آموزشی داده شد. پس از آموزش معلمان ، کلاسهای آنها مشاهده و فیلمبرداری شد. برای یافتن تأثیر آموزش بر معلمان و دانش آموزان، از مربیان خواسته شد تا در پایان دوره های آموزش گفتاری ، به زبان آموزان نمره دهند. برای بررسی تفاوت در نمرات گفتاری زبان آموزان قبل و بعد از آموزش معلمان ، آزمون t زوجی انجام شد. مقایسه نتایج پیش آزمون و پس آزمون نشان داد که شرکت کنندگان در همه گروه ها در مهارت گفتاری خود پیشرفت داشتند. نتایج نشان می دهد که سیاست گذاران باید فرصتی را برای مدرسان دانشگاه فراهم کنند تا اصول یادگیری پروژه-محور را در آموزش زبان به کار برده و آن را جایگزین روش های سنتی کنند.
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