سنجش پتانسیل تکنولوژی آموزشی نو آورانه ی نگارش مشارکتی الکترونیکی در ارتقای مهارت نگارش و خلاقیت در مدیریت گفتمان از طریق انتقال معنا و صورت

محورهای موضوعی : خلاقیت و نوآوری از جنبه‏های روان‏شناختی، علوم شناختی، علوم تربیتی و آموزشی (خلاقیت شناسی روان‏شناختی، خلاقیت شناسی پرورشی)

زهره محمدی زنوزق ¹ (گروه مترجمی زبان انگلیسی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران)
فرید قائمی ² (گروه آموزش زبان انگلیسی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران)

تاریخ دریافت : 1396/06/29 تاریخ پذیرش : 1397/02/01 تاریخ انتشار : 1397/03/30

کلید واژه: خلاقیت مدیریت گفتمان, نگارش مشارکت الکترونیکی, مذاکره و انتقال معنا و فرم,

چکیده مقاله :

هدف: هدف از انجام این پژوهش طراحی سایت آموزش با ویژگی های منحصر به فرد و بررسی پتانسیل و تاثیرآن بر روی مهارت نگارش زبان آموزان و همچنین پتانسیل آن در جلب خلاقیت زبان آموزان در مدیریت گفتمان از طریق انتقال معنا ( NOM) و انتقال فرم یا صورت (NOF) زبان انگلیسی می باشد. روش : 60 زبان آموز سطح متوسط به صورت تصادفی و بر اساس نمرات آنان در آزمون تعیین سطح آکسفورد به دو گروه نگارش مشارکتی و مشارکتی الکترونیکی تقسیم شدند. مهارت نگارش و خلاقیت در مدیریت و تعمیر و اصلاح گفتمان در انتقال معنا مورد ارزیابی قرار گرفت. داده ها از طریق پیش آزمون و پس آزمون مهارت نگارش و تجزیه و تحلیل گفتمان از طریق ضبط صدا در گروه نگارش مشارکتی در کلاس و پیش آزمون و پس آزمون و کد گذاری باز عملکرد زبان آموزان در وب سایت آموزشی در گروه نگارش مشارکتی الکترونیکی جمع آوری شد. یافته ها: تجزیه و تحلیل چند متغیره کوواریانس و مجذور کای نشان داد که مشارکت الکترونیکی باعث افزایش نمرات نگارش زبان آموزان شد. پتانسیل این تکنولوژی در جلب خلاقیت انتقال فرم و توجه به آن و انتقال معنا جهت مدیریت گفتمان در مقایسه با نگارش مشارکتی تفاوت معنا دار داشت. نتیجه گیری: نتایج نشان می دهد که ایجاد بستر های فعالیت مشارکتی از طریق استفاده از تکنولوژی در آموزش باعث افزایش یادگیری در مهارت نگارش می باشد. همچنین گفتمان و مدیریت آن از طریق سایت های الکترونیکی مشارکت زبان آموزان باعث ترغیت زبان آموزان و ابتکار عمل در تعمیر و اصلاح گفتمان و انتقال معنا می شود.

چکیده انگلیسی:

Goals: This study is an investigation of innovative technology in writing skill. To this end, the potential of a designed innovative e-collaborative writing website with unique features in creating opportunities in improving writing ability, fostering creativity in managing discourse through negotiation of form (NOF) and negotiation of meaning (NOM) in comparison with collaborative writing of Iranian learners . Method: 60 Iranian intermediate EFL learners' writing performances in two writing modalities were analyzed with respect to their potential in increasing writing achievement scores and creating a medium for NOM and NOF were analyzed. Data were collected through pretest/posttest measures, conversation and log analysis of form and meaning negotiations in collaborative and e-collaborative writing and open coding of student reflective essays. Results: Multivariate analysis of co-variance and chi-square analysis indicated that learners had higher writing scores and negotiation of meaning and form in e-collaborative

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