Employing Collaborative Strategic Reading in Reading Classes
محورهای موضوعی : نشریه زبان و ترجمه
َAzizeh Chalak
1
,
Monir Tahmasebi
2
1 - English Department, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
2 - English Department, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
کلید واژه: reading comprehension, collaborative learning, Expository texts, collaborative strategic reading,
چکیده مقاله :
Collaborative Strategic Reading (CSR) is a research-based instructional practice in teaching reading comprehension which combines comprehension and cooperative learning. This study investigated the effect of CSR on Iranian high school students’ reading comprehension. Using a quasi-experimental design, 60 female high school students were selected based on their scores on a language proficiency test and were grouped into two experimental and control groups (EG and CG). The CG had its conventional teacher-led context while the EG received CSR as the treatment. Their scores at the onset of the study were collected via a researcher-made comprehension pretest followed by a parallel posttest at the end of the treatment. To analyze the data, independent sample t-tests were run to compare the achievement of the two groups. A semi-structured interview was also conducted to investigate their attitudes toward the employment of CSR. The results showed a significant difference between EG and CG emphasizing the positive role of CSR in improving students’ comprehension. The findings of the interview also showed positive attitudes of the participants and the teacher on the feasibility of the model to help the learners. The results of the study could help material developers in designing more collaborative tasks, activities, assignments, and materials for EFL learners.
بکارگیری روشهای شناختی متفاوت با توجه به شخصیت فراگیران و موقعیت آنها یکی از عوامل موفقیت در مهارت خواندن و درک مطلب است. در این راستا، روش مبتنی بر یادگیری گروهی از جمله روشهایی است که مهارتهای خواندن و یادگیری تیمی را در هم ادغام می کند. تحقیق حاضر، تاثیر تعامل بین فراگیران و درگیر کردن آنان در فرایند یادگیری و تبادل مهارتها را بر درک مطلب دانش آموزان دبیرستانی ایرانی بررسی می کند. روش پژوهش از نوع شبه آزمایشی با دو گروه آزمایش و کنترل است که در آن، دانش آموزان دبیرستانی در اصفهان انتخاب شدند. بعد از اجرای آزمون استانداردتوانش زبانی نلسون 60 نفر که از نظر توانش زبانی تقریبا هم سطح بودند به شکل تصادفی در دو کلاس 30 نفره آزمایش و کنترل تقسیم شدند. پیش آزمون درک مطلب برگزار شده در ابتدای پژوهش تفاوت معناداری را بین دو گروه نشان نداد. مدت 10 هفته هر دو کلاس یک برنامه و هدف آموزشی مشترک را دنبال کردند، با این تفاوت که کلاس آزمایش، یادگیری در محیط گروهی و تعاملی و کلاس کنترل یادگیری سنتی و متداول را تجربه کردند. در پایان دوره آموزش، جهت بررسی تاثیر روش تدریس، از هر دو گروه آزمون نهایی مشابه آزمون مقدماتی، به عمل آمد ومیانگین نمرات با استفاده از تی تست مورد مقایسه قرار گرفت .نتایج آماری نشان داد روش تعاملی تاثیر فراوانی بر درک مطلب دانش آموزان داشت. دستاوردهای این تحقیق می تواند برای معلمان و طراحان منابع آموزشی برای افزدون شیوه های تعاملی در منابع تدریس، شیوه تدریس و فعالیت های کلاسی کارآمد باشد.
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