The Effect of Story-based, L1 Translation, and Whatsapp Emoticon Puzzle-Solving Techniques on Iranian Intermediate EFL Learners’ Proverb Learning
محورهای موضوعی : language teachingاعظم علی سرائی 1 , سید عبدالمجید طباطبائی لطفی 2 , سید امیرحسین سرکشیکیان 3
1 - Department of English, Qom Branch, Islamic Azad University, Qom, Iran
2 - Department of English, Qom Branch, Islamic Azad University, Qom, Iran
3 - Department of English, Qom Branch, Islamic Azad University, Qom, Iran
کلید واژه: proverb, story-based technique, Whatsapp emoticons, translation,
چکیده مقاله :
This study investigated the effect of story-based technique, L1 translation, and Whatsapp emoticon puzzle solving on EFL learners’ learning proverbs. From among 90 female intermediate level learners at two language institutes in Qom, Iran, 60 homogeneous students were chosen following the administration of a sample of Nelson proficiency test and a pre-test. The 60 participants were then assigned to three experimental groups, equal in number. The experimental group 1 was instructed using story-based technique; the experimental group 2 was taught through L1 translation; and the experimental group 3 was exposed to Whatsapp emoticon puzzle solving. Subsequently, all three groups took part in a proverb post-test similar to the pre-test. The data were analyzed by ANOVA. The results showed that Whatsapp emoticon puzzle solving was significantly the most effective, and that the students’ level of learning proverbs was influenced by story-based technique more than L1 translation technique. The findings of this study can contribute to technology- enhanced language teaching.
این تحقیق تاثیر تکنیکهای داستان ، ترجمه به زبان اول ، و حل پازل از طریق شکلکهای نرم افزار واتس اپ بر یادگیری ضرب المثلهای انگلیسی توسط زبان آموزان خارجی را بررسی کرد. از بین 90 زبان آموز سطح متوسطه از دو آموزشگاه زبان در قم ، 60 دانش آموز هم سطح بر اساس تست مهارت نلسون و تست اولیه انتخاب شدند. 60 نمونه انتخابی سپس به 3 گروه تجربی به تعداد برابر تقسیم شدند. گروه تجربی اول با استفاده از تکنیک داستان مورد آموزش قرار گرفتند. گروه دوم به شیوه ترجمه به زبان اول و گروه سوم در معرض یادگیری از طریق شکلکهای نرم افزار واتس اپ قرارگرفتند. در ادامه 3 گروه در آزمون تست آخر شبیه تست ابتدایی شرکت کردند. اطلاعات بر اساس نتایج ANOVA مورد تحلیل قرار گرفت. نتایج نشان داد که حل معما از طریق واتس اپ بیشترین تاثیر را داشت و همچنین نشان داد که سطح یاد گیری دانش آموزان از طریق داستان نسبت به ترجمه زبان اول بالاتر بود. نتایج این تحقیق میتواند کمک بزرگی در جهت آموزش زبان از طریق تکنولوژی باشد.
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