A Comparative Study of the Effect of Homogeneous and Heterogeneous Collaborative Interaction on the Development of EFL Learners’ Writing Skill
محورهای موضوعی : language teaching
پرویز مفتون
1
(
Islamic Azad University Science and Research Branch
)
ناصر غفوری
2
(
Islamic Azad University Science and Research Branch
)
کلید واژه: collaboration, sociocultural theory, dyadic interaction, Table Description Task, Free Composition Task,
چکیده مقاله :
This study investigates the effect of homogeneous and heterogeneous peer interaction on the development of Iranian EFL learners’ writing skill. Sixty female students of TEFL participated in the study. The participants were divided into two groups based on their English proficiency test scores. The homogeneous group consisted of 14 participants paired with partners with similar English proficiency test scores, while the heterogeneous group consisted of 16 participants who were paired with partners who had higher test scores. The pairs had interaction and peer collaboration before carrying out three types of writing tasks. The Repeated Measures ANOVA was used to compare the student writers’ pretest writing scores with their three post-test scores. The results showed that both groups, very similarly, had significantly higher post-test scores in all three writing tasks. The findings are explained based on the sociocultural theory and Vygotsky’s notion of the zone of proximal development (ZPD). The study offers several important pedagogical implications and suggestions for further research.
بزوهش حاضر به بررسی مقابله ای تاثیر گفتگوی دوطرفه بین زبان آموزان هم سطح و نا هم سطح بر مهارت نوشتاری آنان می بردازد. شصت دانشجوی دختررشته ی آموزش زبان انگلیسی در این بزوهش شرکت نمودند. شرکت کنندگان بر اساس نمرات آزمون بسامد زبان انگلیس به دو گروه تقسیم شدند. گروه هم سطح شامل چهارده دانشجو بود که با دانشجویان دیگری که سطح بسامد انگلیسی مشابهی داشتند به گفتگو و مشارکت می برداختند درحالیکه گروه نا هم سطح شامل شانزده دانشجوی ضعیف می شد که با افرادی با نمرات بالا تر گفتگو و همکاری می کردند. دانشجویان در هر دو گروه در یک بیش آزمون و سه بس آزمون نوشتاری شرکت کردند. به منظور مقایسه ی میانگین نمرات آزمون ها از روش آ ماری تحلیل واریانس و روش کمترین تفاوت معنی دار فیشر استفاده گردید. در هر دو گروه بطور مشابه افزایش معنی داری از بیش آزمون به هر سه بس آزمون مشاهده گردید. یافته های این بزوهش بر اساس نظریه ی اجتماعی فرهنگی ویگوتسکی توضیح داده می شوند. این بزوهش شامل چندین توصیه آموزشی مهم و نیز چندین بیشنهاد برای تحقیقات آینده می باشد.
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