The Effect of Multimedia-Based Instruction on Improving Iranian EFL Learners’ Grammar Knowledge and their Attitudes
محورهای موضوعی : language teachingسیده فاطمه تقوی تکیار 1 , مهری جلالی 2
1 - Department of English, college of human science, Saveh Branch, Islamic Azad University, Saveh, Iran
2 - Assistant Professor, Department of Foreign Languages, Farhangian University, Tehran, Iran
کلید واژه: computer assisted language learning (CALL), Textbook, grammar knowledge, multimedia application,
چکیده مقاله :
Applying technologies has recently caused language education to undertake influential modifications. Hence, this study tried to investigate the impact of using technology in form of multimedia on improving grammar knowledge of Iranian high school students and also examined their attitudes toward multimedia-based mode of instruction. To do so, three intact classes of lower intermediate students were randomly divided into three groups: multimedia, multimedia + textbook, and control group. After homogenizing the groups regarding their proficiency level, the pre-test was run and results indicated no significant difference. Treatment lasted for 8 sessions, during which the first experimental group was taught through using multimedia elements like cartoons, texts, and Power Point Presentation. The second group had their textbook besides multimedia, while the control group was instructed traditionally by means of the textbook. Comparing the groups’ scores on the post-test revealed the superiority of multimedia + textbook group over the other groups in their grammar test performance. The questionnaire outcomes also showed more positive tendency of the students in this group in comparison to the multimedia only group toward application of multimedia programs. Findings of this study might open a novel way to assist EFL learners to increase their grammar knowledge more successfully.
استفاده ازفن آوری ها اخیرا باعث شده که آموزش زبان دستخوش تغییرات زیادی شود. یادگیری زبان دوم و زبان خارجی با استفاده از رایانه افزایش قابل توجهی داشته است. از این رو، پژوهش حاضر سعی در بررسی تاثیر استفاده از چند رسانه ای در بهبود دانش دستور زبان دانش آموزان دبیرستانی ایران و همچنین بررسی نگرش آنها نسبت به حالت چند رسانه ای مبتنی بر آموزش کرده است. برای این کار، سه کلاس دست نخورده از دانش آموزان با سطح زبانی متوسط در دبیرستانی در تهران به صورت تصادفی به سه گروه تقسیم شدند: گروه چند رسانه ای (تعداد= 28) ,گروه چند رسانه ای + کتاب درسی (تعداد = 29) و گروه شاهد (تعداد = 33). بعد از همسان سازی گروه ها از طریق آزمون تعیین سطح آکسفورد، یک پیش آزمون گرفته شد و نتایج نشان داد تفاوت معنی داری بین گروه ها در مورد دانش دستور زبان مقصد وجود نداشت. آموزش در 8 جلسه صورت گرفت، گروه اول از طریق عناصرچند رسانه ای مختلف از جمله کارتون , متون , پاورپوینت وغیره آموزش داده شدند، گروه دوم از طریق ترکیب چند رسانه ای و کتاب درسی آموزش دیدند در حالی که به گروه شاهد به طور سنتی با استفاده از کتاب درسی آموزش داده شد. مقایسه نمرات این گروه ها در پس آزمون با استفاده از آزمون ANOVA برتری گروه چند رسانه ای + کتاب درسی بیش از گروه های دیگر را در عملکرد تست دستور زبان نشان داد. نتایج پرسشنامه نیز تمایل مثبت تر از دانش آموزان در این گروه در مقایسه با گروه فقط چندرسانه ای به سمت استفاده از برنامه های چند رسانه ای در زمینه یادگیری زبان را نشان داد. نتایج حاصل از این مطالعه میتواند روش جدیدی برای کمک به زبان آموزان باشد تا با موفقیت دانش دستور زبان خود را افزایش دهند.
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