مطالعه تطبیقی یادگیری تجربی توسط میانجی‌‌گرهای انسانی و فناوری: تفکر انتقادی، درک مطلب و افزایش واژگان
محورهای موضوعی : ادبیات تطبیقی (فارسی- انگلیسی)
سمیه صاحب الزمانی
1
,
امین نعیمی
2
,
مهری حدادنارافشان
3
1 - دانشگاه آزاد/ گروه زبان انگلیسی/ یزد واحد میبد
2 - English Department, Yazd Branch, Islamic Azad University, Yazd, Iran
3 - English Department, Kerman Branch, Islamic Azad University, Kerman, Iran
کلید واژه: تفکر انتقادی, یادگیری تجربی, درک مطلب, میانجی‌گر معلم, میانجی گرفناوری.,
چکیده مقاله :
مسئولان آموزشی بر این باورند که تجربه و فناوری می‌تواند پیشرفت تحصیلی کودکان خردسال را افزایش دهد و سطح پنهان تفکر انتقادی آنها را فعال کند. بنابراین، هدف از این مطالعه مقایسه تأثیر میانجی‌‌گرهای انسانی و فناوری بر تفکرانتقادی ، درک مطلب، و توسعه واژگان زبان آموزان کودک با استفاده از تئوری یادگیری تجربی بود. به همین منظور، دو گروه شصت نفری فراگیر (سی دانش‌آموز در هر گروه) در طی چهار ماه در معرض دو نوع میانجی‌گر قرار گرفتند: معلم و تکنولوژی. از پیش آزمون و پس آزمون برای سنجش میزان پیشرفت زبان آموزان در تفکر انتقادی، درک مطلب و تسلط بر واژگان استفاده شد. نتایج نشان داد که فراگیران در گروه آزمایش با واسطۀ فناوری نسبت به گروه با واسطۀ معلم در سطح تفکر انتقادی، توسعه واژگان و درک مطلب برتری داشتند. این نشان می‌دهد که فراگیرانی که به واسطۀ کامپیوترو فناوری در تعامل هستند، از کسانی که با یک واسطۀ انسان، یعنی معلم تعامل دارند، پیشی می‌گیرند. یافته‌های ما پیشنهاد می‌کند که واسطه‌های غیرانسانی (فناوری) از انسان‌ها قانع‌کننده‌تر هستند، احتمالاً به دلیل ویژگی‌های فریبنده‌شان که انگیزه و الهام یادگیرندگان را افزایش می‌دهد.
Educational experts posit that technology-based experiences can augment students’ academic performance and foster their critical thinking ability. In this study, the efficacy of human-mediated and non-human-mediated environments was compared in terms of Kolb’s experiential learning cycle, concerning the critical thinking, reading comprehension, and vocabulary development of young English language learners. Over a period of four months, two groups of 60 learners (30 in each group) were exposed to mediation via two modalities: teacher-made and computer-made mediators. Pre-tests and post-tests were deployed to gauge learners’ progress in critical thinking, reading comprehension, and vocabulary development. The findings evinced those learners who received technology-mediated instruction outperformed the teacher-mediated group in terms of critical thinking, vocabulary development, and reading comprehension. It is evident that learners who interacted with a computer mediator trumped those who interacted with a human-made mediator, i.e., the teacher. This could be attributed to the alluring features of non-human mediators (technology), which are evidently more compelling than their human counterparts.
References
Abdullah, A. A., Shanti, W. N., & Sholihah, D. A. (2020). Critical thinking ability through
experiential learning in the calculus class. Journal of Physics: Conference Series 1613(1)
https://doi:10.1088/1742-6596/1613/1/012002
Aljemely, Y. A. (2022). Impact of Online Video Games on the Acquisition of the English
Language. Journal of Positive School Psychology, 6(4), 11253–11263 https://www.journalppw.com/index.php/jpsp/article/download/6762/4432/7897
Alagozlu, N. (2007). Critical thinking and voice in EFL writing. Asian EFL Journal, 9 (3), 118–
136. https://www.researchgate.net doi:10.1016/j.sbspro.2013.10.407
Azizi, Z., Namaziandost, E., & Rezai, A. (2022). Potential of podcasting and blogging in
cultivating Iranian advanced EFL learners’ reading comprehension. Heliyon 8, 09473.
https://www.cell.com/heliyon
Bakhtiari Moghadam, Z., Haddad Narafshan, M. & Tajadini, M. (2021). Development of a
Critical Self in the Language Reading Classroom: An examination of Learners’ L2 Self,
Thinking Skills and Creativity 42, 100944. doi: https://doi.org/10.1016/j.tsc.2021.100944
Barker A.C., Jensen P.J. & Kolb D.A. (2002) Conversational Learning: An Approach to
Knowledge Creation. Westport, CT. https://www.researchgate.net/publication/241132618_Conversational_learning_An_experiential_approach_to_knowledge_creation
Bećirović, S., Brdarević‑Čeljo, A. & Haris Delić, H. (2021). The use of digital technology in
foreign language learning. National library of medicine: pubmed.gov1(10), 1-21.
https://link.springer.com/article/10.1007/s43545-021-00254-y
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H. & Krathwohl, D. R. (1956). In Bloom B.
S. (Ed.), Taxonomy of educational objectives: The classification of educational goals.
Handbook. 1: cognitive domain. David McKay.
https://eclass.uoa.gr/modules/document/file.php/PPP242
Fahim, M., Bagherkazemi, M. & Alemi, M. (2010). The relationship between test takers’ critical
thinking ability and their performance on the reading section of TOEFL. Journal of
Language Teaching and Research, 1, 6, 830–837. doi:10.4304/jltr.1.6.830-837
Fisher, R. (2005). Teaching children to learn (2nd ed.). Nelson Thornes.
https://www.jstor.org/stable/23767252
Flannigan, E. (2017). The Evaluation and Testing Exam for Family and Friends Book. https://pdfcoffee.com/family-and-friends-5-testing-and-evaluation-book-full-pdf-free.html
Flavin, M. (2020). Reboot the Messenger: A Narrative for Technology Enhanced Learning. In Re-imagining Technology Enhanced Learning (pp. 121-144). Palgrave Macmillan, Cham. doi:10.1007/978-3-030-55785-0_7
Foo, S. Ch., & Foo, K. Kh. (2022). Purposeful Field Trip: Impact on Experiential
Learning Opportunities and Critical Thinking Skills. Social Sciences and Humanities
Journal. http://pertanika.ump.edu.my/ doi: https://doi.org/10.47836/pjssh.30.1.01
Gao, X. & Zheng, Y. (2019). Multilingualism and higher education in Greater China. Journal of Multilingual and Multicultural Development 40 (7), 1-7.doi:10.1080/01434632.2019.1571073
Grusin, R. (2015). Radical mediation. Critical Inquiry, 42 (1), 124-148.
http://www.jstor.org/stable/10.1086/682998
Guillory, J. (2010). Genesis of the Media Concept. Critical Inquiry 36, 354.
https://www.sas.upenn.edu/~cavitch/pdf-library/Guillory_Genesis.pdf
Hamzehnejadi, N., Haddad Narafshan, M. & Jalali, V. (2023). The Effect of Technology-
Integrated Multiple Intelligences Instruction on EFL Learners’ Burn Out and Vocabulary
Learning. Journal of Applied Linguistics Studies 2 (2), 68-81. https://jals.aliabad.iau.ir
Heidari, K. (2020). Critical thinking and EFL learners’ performance on textually-explicit,
textually- implicit, and script-based reading items. Thinking Skills and Creativity,
37, 100703. https://doi.org/10.1016/j.tsc.2020.100703
Heinrich, W. F., Geoffrey B. Habron, G. B., Johnson, H.L., & Lissy Goralnik, L. (2015). Critical
Thinking Assessment Across Four Sustainability-related Experiential Learning Settings.
Journal of Experiential Education 38(4) 373–393.
www.sagepub.com https://doi.org/10.1177/1053825915592890
Hidalgo, A., Gabaly, S., Morales-Alonso, G., & Urueña, A. (2020). The digital divide in light of sustainable development: An approach through advanced machine learning techniques. Technological Forecasting and Social Change, 150, 119754.
https://doi.org/10.1016/j.tech-ore.2019.119754
Hitosugi, C.I., Schmidt, M. and Hayashi, K. (2014) Digital Game-Based Learning (DGBL) in the L2 Classroom: The Impact of the UN’s Off-the-Shelf Videogame, Food Force, on Learner Affect and Vocabulary Retention. CALICO Journal, 31, 19-39. http://dx.doi.org/10.11139/cj.31.1.19-39
Honey, P. (2004). Critical thinking questionnaire. Retrieved Oct, 2004 from
http://www.peterhoney.com
Hsiao, E. L., Mikolaj, P., & Shih, Y. T. (2020). Establishing a multimedia-rich environment to
support experiential e-learning in business education. Journal of Educators Online, 17 (2).
Available in https://eric.ed.gov/?id=EJ1268929
Hui, W., Hu, P. J. H., Klark, T. H. K., & Tam, K. Y. (2008). Technology-assisted learning: A
longitudinal field study of knowledge category, learning effectiveness and satisfaction in
language learning. Journal of Computer Assisted Learning 24(3), 245 – 25
doi:10.1111/j.1365-2729.2007.00257.x
Huong, L. P. H. & Hung, B. P. (2021). Mediation of digital tools in English learning. LEARN
Journal: Language Education and Acquisition Research Network, 14(2), 512-528.
https://so04.tci-thaijo.org/index.php/LEARN/index
Hurwitz, L.B., & Schmitt, K.L. (2020). Can children benefit from early internet exposure? Short- and long-term links between internet use, digital skill, and academic performance. Computer Education 146. https://doi.org/10.1016/j.compedu.2019.103750
Ismail, H & Saiful, S. (2022). Implementing Experiential Learning on Students Reading
Comprehension. http://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/2885/0
doi : 10.24256/ideas.v10i1.2885
Ives, B., Obenchain, K. M. (2006). Experiential Education in the Classroom and
Outcomes: For Those Who Want it All. Journal of Experiential Education 29(1):61-77 .
http://DOI:10.1177/105382590602900106
Jeon, E. H., & Yamashita, J. (2014). L2 Reading Comprehension and Its Correlates: A
Meta-Analysis. Language Learning, 64(1), 160–212. https://doi.org/10.1111/lang.12034
Jeyaraj, J. S. (2019). Traditional Learning vs. Experiential Learning. http://www.researchgate.net
doi:10.2139/ssrn.3486129
Kamp, A. (2017). Humans, nonhumans, and the mediation of workplace learning in the senior school curriculum. Journal of Vocational Education & Training, 69(2), 214-228. https://doi.10.1080/13636820.2016.1278395
Kennedy, R. A. (2017). The Effect of Narrative Feedback on the Learning and Transfer of
Complex Communication Skills. Doctoral dissertation, Old Dominion University.
https://digitalcommons.odu.edu/psychology_etds/57
Knutson, S. (2003). Experiential Learning in Second-Language Classrooms.
TESL Canada Journal, 20(2). doi:10.18806/tesl.v20i2.948
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and
development. Upper Saddle River, NJ: Prentice-Hall.
http://doi.org/10.1016/B978-0-7506-7223-8.50017-4
Lai, C.H., Yang, J.C., Chen, F.C., Ho, C.W., Liang, J.S. & Chan, T.W. (2005) Improving
experiential learning with mobile technologies. In Proceedings of the IEEE International
Workshop on Wireless and Mobile Technologies in Education. 141–145.
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2729.2007.00237.x
Lantolf, J. P. (2006). Sociocultural theory and L2: State of the art. Studies in Second Language
Acquisition, 28(1) 67-109. https://doi.org/10.1017/S0272263106060037
Le, P. H. H. (2021). Textbook mediation in EFL university students' learning. Language Related
Research Journal, 12(3), 255-276. https://lrr.modares.ac.ir/article-14-48800-fa.pdf
Lai, Ch. (2015). Modeling teachers’ influence on learners’ self-directed use of technology for
language learning outside the classroom. Computer Education. 82,74-83
https://doi.org/10.1016/j.compedu.2014.11.005.
Marzban, A., Barati, Z. (2016). On the Relationship between Critical Thinking Ability,
Language Learning Strategies, and Reading Comprehension of Male and Female
Intermediate EFL University Students. Theory and Practice in Language Studies, 6 (6):
1241-1247. doi: http://dx.doi.org/10.17507/tpls.0606.14
McKeown, M.G.; Beck, I.L.; Omanson, R.C.; Perfetti, C.A. (1983). The effects of long-term
vocabulary instruction on reading comprehension: A replication. J. Read. Behavior. 15, 3–
18. https://journals.sagepub.com/doi/abs/10.1080/10862968309547474
Moon, J. (2008). Critical Thinking of Theory and Practice. Library of Congress: UK.
Moosavi, L. (2020). “Can East Asian Students Think?”: Orientalism, Critical Thinking, and the
Decolonial Project. Education Sciences. 10(10).
286; https://doi.org/10.3390/educsci10100286
Movahedpour, A. A., & Naeimi, A. (2022). The retroactive effect of L2 on L1 in word recall and lexical activation. https://jostarnameh.yazd.iau.ir/article_697271_09f7992b8d7944f808c552c01e520ee8.pdf
Naeini, J. (2005). The effect of collaborative learning on critical thinking of Iranian EFL
learners. Unpublished M.A. thesis Azad University, Central Tehran Branch, Tehran, Iran.
https://scholar.google.com/citations?user=Jk-oXVQAAAAJ&hl=en
Orozco, A. A.T., Alvarez, A. E., & Duque, M. (2017). Experiential learning to introduce English
vocabulary to early childhood at C.D. regional Ridaralda.
https://repositorio.utp.edu.co/server/api/core/bitstreams/bab09bc6-6c0e-43e9-8a50- 7096f81d4179/content
Raja. F. U. & Najmonnisa. (2018). Comparing Traditional Teaching Method and Experiential
Teaching Method using Experimental Research. Journal of Education and Educational
Development, 5 (2), 276-288. https://files.eric.ed.gov/fulltext/EJ1200262.pdf
Rasinski, T., & Rupley, W. H. (2018). Vocabulary Development. Education sciences.
https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/trtr.1734
Romero, E. D. & Bobkina, J. (2021). Exploring critical and visual literacy needs in digital.
learning environments: The use of memes in the EFL/ESL university classroom.
Thinking Skills and Creativity Science Direct. (40).
https://doi.org/10.1016/2020.100783
Seng, A. S. H., Pou, L. K. H., & Tan, O. S. (2003). Mediated learning experience with children.
Singapore: McGraw-Hill. https://www.academia.edu/79146786/An_Investigation_into_the_Knowledge_of_Mediation_with_English_Teachers
Syafrizal, S., Masrupi, M. & Mauludah, I. (2019). The Impact of Experiential Learning Method
and Vocabulary Mastery Toward Indonesian Students’ Reading Comprehension through
Animation Video. Journal for the Education of Gifted Young Scientists, 7(3), 449-458.
https://dergipark.org.tr/en/download/article-file/806149
doi: http://dx.doi.org/10.17478/jegys.531412
Tao, J., & Gao, X. (2022). Teaching and learning languages online: Challenges and responses. System, 107, 102819. https://doi.org/10.1016/j.system
Tuma, F. & Nassar A. (2021). Applying Bloom's taxonomy in clinical surgery: Practical
examples. Annals of Medicine and Surgery 69(4), 102656
doi:10.1016/j.amsu.2021.102656
Vygotsky, L. (1978). Mind in society: The development of higher psychological process.
Cambridge, MA: Harvard University Press (Original work published in 1930-33).
https://www.jstor.org/stable/j.ctvjf9vz4
Yang, Y. T. C., Gamble, J. H., Hung, Y. W., & Lin, T. Y. (2013). An online adaptive learning
environment for critical-thinking-infused English literacy instruction. British Journal of
Educational Technology. doi:10.1111/bjet.12080
Yang, M., Yuan, R., & Stapleton, P. (2020). Enhancing undergraduates' critical thinking through
research engagement: A practitioner research approach. Thinking Skills and Creativity
Journal, 39 (2). doi:10.1016/j.tsc.2020.100737
Ye, J. (2007). Adapting communicative language teaching approach to China’s context. Sino-US
Teaching, 4(10). https://www.researchgate.net/publication/242103738_Adapting_communicative_language_teaching_approach_to_China's_context
