Scaffolding EFL Oral Performance through Story Maps and Podcasts and Students’ Attitudes toward it
محورهای موضوعی : language teaching
Mohammed Pazhouhesh
1
(Farhangian University of Mashhad, Beheshti Campus, Ferdowsi University of Mashhad)
ضرغام قپانچی
2
(Farhangian University of Mashhad, Beheshti Campus, Ferdowsi University of Mashhad)
کلید واژه: Oral Proficiency, Attitude, scaffolding, Story map, podcast, Story-retelling,
چکیده مقاله :
The present study sought to explore the impact of story maps and audio podcasts as scaffolds on oral proficiency of Iranian EFL learners. The quasi-experimental study was launched with 36 EFL undergraduates in three groups by adopting a counterbalanced 3 3 Latin squared design. All participants were indiscriminately, but in a specified order, exposed to the three treatment conditions of story retelling, story retelling plus story map, and story retelling plus podcast, and post-tested sequentially. The Latin square analysis of the oral assessment scale showed statistically meaningful differences under the treatment conditions for the groups. The post-hoc test also showed overachievements of the participants under the treatment conditions of story retelling plus story map and story retelling plus podcasts. The performance under podcast condition was significantly better than performances under the story map and short story conditions. The post-experiment opinion survey showed the learners’ preferences for and positive attitudes towards podcast and story map as scaffolds in developing EFL oral proficiency. The participants welcomed integration of the scaffolds into EFL speaking courses.
تحقیق حاضر به بررسی تاثیر طراحی نقشه ی داستان (story map) و پادپخش داستان(story podcast) به عنوان متغیرهای آزمایشی در ارتقائ مهارتهای شفاهی زبان انگلیسی به عنوان متغیر وابسته پرداخته است. تعداد 36 دانشجوی کارشناسی زبان انگلیسی درسه گروه در درس بیان شفاهی داستان تقسیم شده و در تحقیقی شبه تجربی و در چهارچوب طرح تحقیقی موسوم به مربع لاتین( Latin Squared) شرکت کردند. تمامی شرکت کنندگان بترتیب در معرض سه آزمایشگر بازگویی صرف داستان، بازگویی داستان پس از تکمیل نقشه ی داستان، بازگویی داستان پس از شنیدن پادپخش آن قرار گرفتند. ارزشیابی شرکت کنندگان در پایان هر مرحله نشان از تاثیر معنی دار اثر آزمایشگر داستان گویی با استفاده از نقشه ی داستان و داستان گویی پس از شنیدن پادپخش داشت. عملکرد کلی در مهارتهای شفاهی زبانی پس از شنیدن فایل های صوتی داستان بهتر و معنی دارتراز دیگر عملکردهای شفاهی در گروهها بود. نظر سنجی پایانی نشان داد بسیاری از شرکت کنندگان با این فن آوریها آشنایی زیادی نداشتند و استفاده از این رسانه ها را برای رشد توانایی شفاهی زبانی و مهارت سخن گفتن مفید می دانستند. هم چنین استفاده از این رسانه ها را در دروسی مثل بیان شفاهی داستان برای پرورش بسندگی زبان انگلیسی و ایجاد نگرش مثبت کارآمد می دانستند.
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