Effect of Technology and Online Learning on EFL Learners' Writing Achievement and Their Self- Concept
محورهای موضوعی : Applied LinguisticsNiloofar Salajeghe 1 , Samira Hasani 2
1 - Department of English Language, Kerman Branch, Kerman Institute of Higher Education, Kerman, Iran
2 - Department of English Language, Kerman Branch, Kerman Institute of Higher Education, Kerman, Iran
کلید واژه: online learning, self-concept, EFL learners, writing skill,
چکیده مقاله :
The present study attempted to probe the effectiveness of online learning on Iranian EFL learners' self-concept. It also analyzed the effect of online learning on the EFL learners' writing achievement. To do this, a total number of 50 students of pre-intermediate level was selected based on available sampling. A pre-test of writing was administered to the participants at the beginning of the term to ensure that they had the same language background. Then, they were randomly assigned as experimental and control group (25 Ss in each group). Experimental group benefited from online learning through BBB, and other group with the same number of students regarded as control group and received conventional method of teaching. At the beginning of the term, pre questionnaire of self-concept published among students of EG. The research was done in eight sessions and in the last session, post-test of writing was assigned to both groups to determine whether online learning method had positively affected the EFL learners' achievement and their self-concept. Moreover, post questionnaire of self-concept was published among experimental group to analyze their self-concept in online learning context. Data analysis of tests and questionnaire revealed that online learning method had positive effect on the EFL students' writing achievement and their self-concept. It is hoped that the results of the research indicate the importance of online learning through the mentioned application in the educational system.
پژوهش حاضر به بررسی اثربخشی آموزش آنلاین بر خودپنداری زبان آموزان ایرانی پرداخته است. همچنین این تحقیق تأثیر یادگیری آنلاین بر مهارت نوشتن زبان آموزان را تحلیل کرد. بدین منظور تعداد 50 دانش آموز مقطع پیش متوسطه بر اساس نمونه گیری قابل دسترس انتخاب شدند. یک پیش آزمون نوشتن در ابتدای ترم برای شرکت کنندگان انجام شد تا از داشتن پیشینه زبانی یکسان آنها اطمینان حاصل شود. سپس به‌طور تصادفی در دو گروه آزمایش و کنترل (هر گروه 25 نفر) قرار گرفتند. گروه آزمایش از یادگیری آنلاین از طریق اپلیکیشن BBB بهره مند شدند و گروه دیگر با همین تعداد زبان آموز به عنوان گروه کنترل در نظر گرفته شدند و روش تدریس معمولی در کلاس را دریافت کردند. قابل ذکر است که در ابتدای ترم، پیش پرسشنامه خودپنداری در بین زبان آموزان گروه آزمایش منتشر شد. پژوهش در هشت جلسه انجام شد و در جلسه آخر، پس آزمون نوشتن برای هر دو گروه تعیین شد تا مشخص شود آیا روش یادگیری آنلاین بر پیشرفت زبان آموزان زبان انگلیسی و خودپنداری آنها تأثیر مثبت داشته است یا خیر. همچنین، پس پرسشنامه در میان گروه آزمایشی به منظور تحلیل خودپنداری آنها در زمینه یادگیری آنلاین منتشر شد. تجزیه و تحلیل داده های آزمون ها و پرسشنامه ها نشان داد که روش یادگیری آنلاین بر مهارت نوشتن و خودپنداری زبان آموزان ایرانی تأثیر مثبت دارد. امید است نتایج این تحقیق اهمیت یادگیری آنلاین از طریق اپلیکیشن مذکور در سیستم آموزشی را نشان داده باشد.
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