تأثیر یادگیری مشارکتی از طریق یک شبکه اجتماعی برای تقویت مهارت نوشتاری زبان آموزان ایرانی
محورهای موضوعی : فن‎آوری اطلاعات
1 - Department of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol,, Iran
2 - گروه آموزش زبان انگلیسی ، دانشگاه آزاد اسلامی،دانشگاه آیت الله آملی،آمل،مازندران،ایران
کلید واژه: شبکه¬ اجتماعی, فعالیت‌های مشارکتی آنلاین, مهارت نوشتاری, یادگیری مشارکتی,
چکیده مقاله :
در این پژوهش، محققین تلاش کرده¬اند تا با انتخاب یک رسانه اجتماعی همخوان (ادمودو) که به تمامی معلمان و دانش‌آموزان در سراسر جهان خدمات آموزشی ایمن و رایگان ارائه می‌دهد، تأثیر یادگیری مشارکتی از طریق یک شبکه اجتماعی برای تقویت مهارت نوشتاری زبان آموزان ایرانی را بررسی کنند. . بنابراین، یادگیری پروژه محور از طریق شبکه¬های اجتماعی، زمینه نظری این مطالعه بوده است. جامعه آماري اين پژوهش دانش¬آموزان پایه دهم دوره متوسطه دوم مدراس پسرانه و دخترانه آیت اله آملی شهرستان آمل در سال تحصیلی 1401-1400 بودند كه بر اساس نرم‌افزار محاسبه حجم نمونه جی‌پاور، تعداد 24 نفر به روش نمونه‌گیری هدفمند به‌عنوان نمونه آماری انتخاب و به‌صورت گمارش تصادفی (قرعه‌کشی) انتخاب شدند و با راهنمایی معلم-محقق در شش گروه کوچک در سایت ادمودو ثبت نام کردند. بعد از دریافت راهنمایی و فایل¬های آموزشی اولیه ، ابتدا با اصول داستان نویسی به زبان انگلیسی آشنا شدند. سپس در دو مرحله مختلف از آنها خواسته شد که ابتدا یک داستان کوتاه با همکاری همسالان خود از طریق سایت ادمودو بنویسند و پس از پایان فعالیت گروهی، هر دانش آموز موظف شد به تنهایی یک داستان را بنویسد. آزمون‌های نوشتاری بر اساس مدل (Alderson & Tankó, 2010) که نوشته ها را بر اساس مقیاس 1 تا 6 رتبه بندی میکند توسط دو ارزیاب (محققین) نمره‌گذاری شد. همبستگی پیرسون برای بررسی پایایی نمرات بین ارزیاب-ها اجرا شد و نتایج (Pearson r = 0.81 p <.05,) برای آزمون انفرادی و(Pearson r = 0.88 p <.05,) برای آزمون گروهی، توافق معنی‌داری را بین دو ارزیاب در هر دو آزمون نشان داد. مقایسه نمرات داستانهای فردی نشان داد که پس از تکمیل کار گروهی آنلاین از طریق سایت، دانش¬آموزان پیشرفت قابل توجهی در مهارت¬های نوشتاری خود نشان دادند و این اصل اثربخشی فعالیت‌های مشارکتی آنلاین از طریق رسانه‌های اجتماعی بر یادگیری دانش‌آموزان را تأکید می¬کند. علاوه بر این، از شرکت کنندگان خواسته شد که به یک پرسشنامه باز در دو مرحله قبل و بعد از پروژه آنلاین پاسخ دهند. روایی سازه پرسشنامه از طریق بررسی متخصصین و تحلیل عاملی اکتشافی تضمین شد. همچنین از تحلیل آلفای کرونباخ به عنوان معیار همسانی درونی مقیاس استفاده شد و شاخص پایایی برآورد شده پرسشنامه به دست آم
Therefore, project-based learning through social networks has been the theoretical background of this study. The statistical population of this research was the 10th grade students of the secondary school of Ayatollah Amoli Madrasah for boys and girls in Amol city in the academic year of 1401-1400. Based on the J-power sample size calculation software, 24 people were selected as a statistical sample by purposive sampling method and assigned. They were randomly selected (lottery) and registered on the Edmodo website with the guidance of a teacher-researcher in six small groups. After receiving the guidance and basic educational files, they were first introduced to the principles of story writing in English. Then, in two stages, they were asked to first write a short story in collaboration with their peers through the Edmodo site, and after finishing the group activity, each student was required to write a story alone. The written tests were scored by two evaluators (researchers) based on the model (Alderson & Tankó, 2010) that ranks the writings on a scale of 1 to 6. Pearson's correlation was performed to check the reliability of the scores between the raters and the results for the individual test (Pearson r = 0.81 p < .05) and for the group test (Pearson r = 0.88 p < .05) showed a significant agreement between the two raters. Comparing the scores of individual stories showed that after completing online group work through the site, students showed significant improvement in their writing skills, and this principle emphasizes the effectiveness of online collaborative activities through social media. Participants were also asked to answer an open-ended questionnaire in two stages before and after the online project. The construct validity of the questionnaire was guaranteed through expert review and exploratory factor analysis. Also, Cronbach's alpha analysis was used as a measure of internal homogeneity of the scale and the estimated reliability index of the questionnaire was obtained (α=90). According to the results, most of the students showed a positive attitude towards the online cooperative learning project.
References
Abrar-ul-Hassan, S., Douglas, D., & Turner, J. (2021). Revisiting second language portfolio assessment in a new age. System, 103, 102652.
Alborzi, M., Khoshbakht, F., & Amiri, Z. (2023). The Role of Cyberspace in Citizenship Education of Elementary School Students: A Mixed Method Study. Information and Communication Technology in Educational Sciences, 13(4), 5-33.
Alijani Alijanvand, E., Rashidi, H., Abdollahi, S., Aghveranluei, M., & Dasturani, M. (2022). Investigating the effect of online multiplayer games in a participatory situation on students' academic motivation and learning. Information and Communication Technology in Educational Sciences, 13(2), 101-121.
Almazroui, K. M. (2023). Project-Based Learning for 21st-Century Skills: An Overview and Case Study of Moral Education in the UAE. The Social Studies, 114(3), 125-136.
Al-Yafaei, Y., & Mudhsh, B. (2023). A Review Study on the Impact of Online Collaborative Learning on EFL Students’ Writing Skills. International Journal of Linguistics Studies, 3(3), 08-18.
Alderson, C., & Tankó, G. (2010). Into Europe: The writing handbook. London: British Council.
Azizi, Z., & Hosein Nejad, H. (2021). Opportunities and Threats of Virtual Learning in the Corona Pandemic Era: A Phenomenological Study. Information and Communication Technology in Educational Sciences, 12(46), 153-173.
Barjesteh, H., Movafaghardestani, E., & Modaberi, A. (2022). COVID-19’s impact on digitalization of education: incorporating visual vocabulary learning application to foster vocabulary knowledge. Asian Education and Development Studies, 11(1), 172-187.
Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1-32. doi: 10.1007/s11162-005-8150 9
Dewi, G. P. R., Santosa, M. H., Dewi, N. L. P. E. S., & Nitiasih, P. K. (2023). Assessing students’ writing skills in virtual classroom: strategies and challenges in EFL context. Journal on English as a Foreign Language, 13(1), 147-170.
Fewkes, A. M., & McCabe, M. (2012). Facebook: Learning tool or distraction? Journal of Digital Learning in Teacher Education, 28(3), 92-98.
García Castro, J. F. (2018). Enhancing the writing skill through the use of genre-based approach and online engaging tools (Master's thesis, Universidad del Norte).
Hafezi, A., & Miranisargazi, N. (2022). Investigating the effect of interdisciplinary courses in the virtual education system on knowledge production in cyberspace among students of Farhangian University. Information and Communication Technology in Educational Sciences, 12(48), 5-23.
Harrison, T., & Stephen, T. (1996). Computer networking and scholarly communications in the twenty first century university. Albany: State University of New York Press.
Hoang, D. T. N., & Hoang, T. (2022). Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: A mixed-methods study. Computer Assisted Language Learning, 1-23.
Jeon-Ellis, G., Debski, R., & Wigglesworth, G. (2005). Oral interaction around computers in the project-oriented CALL classroom. Language Learning & Technology, 9(3), 121–145. Retrieved April 20, 2012, from http://llt.msu.edu/vol9num3/jeon/
Jie, Z., & Sunze, Y. (2023). Investigating pedagogical challenges of mobile technology to English teaching. Interactive Learning Environments, 31(5), 2767-2779.
Krajka, J. (2012). Web 2.0 online collaboration tools as environments for task-based writing instruction. Ankara University, Journal of Faculty of Educational Sciences, 45(2), 97-117.
Livingstone, D., & Lynch, K. (2000). Group project work and student-centered active learning: Two different experiences. Studies in Higher Education, 25(3),325-345.
Liu, G. Z., Rahimi, M., & Fathi, J. (2022). Flipping writing metacognitive strategies and writing skills in an English as a foreign language collaborative writing context: a mixed‐methods study. Journal of Computer Assisted Learning, 38(6), 1730-1751.
Lomicka, L., & Lord, G. (2009). Introduction to social networking, collaboration, and Web 2.0 tools. In L. Lomicka & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning (pp. 1-11). San Marcos, Texas: CALICO.
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: evidence from Slovakia. Interactive Learning Environments, 31(7), 4147-4155.
Moallemi, M., & Davoodi, A. (2023). Investigating the impact of information overload caused by the advancement of information and communication technology on education from the perspective of Islamic texts. Information and Communication Technology in Educational Sciences, 13(4), 34-53.
Nami, F. (2022). Edmodo in semi-technical English courses: towards a more practical strategy for language learning/practice. Computer Assisted Language Learning, 35(7), 1533-1556.
Nazeer, I., Sonam, S., & Sadia, S. (2023). The impact of computer-assisted language learning on second language acquisition. Russian Law Journal, 11(4). https://ejournal.mandalanursa.org/index.php/JUPE/article/view/4887
Oblinger, D.G., & Oblinger, J.L. (2005). Educating the net generation. EDUCAUSE. Retrieved June 20, 2012, from http://www.educause.edu/educatingthenetgen
Pasfield-Neofitou, S. (2011). Online domains of language use: second language learners' experiences of virtual community and foreignness. Language Learning & Technology,15(2), 92-108.
Putri, E., & Education, E. (2022). An impact of the use Instagram application towards students vocabulary. Pustakailmu. id, 2(2), 1-10.
Stacey, E. & Gerbie, P. (2007). Teaching for blended learning––Research perspectives from on-campus and distance students. Education Information Technology, 12, 165–174.
Fardafshari, E. (2012). Weblog-based collaborative learning: Iranian EFL learners’ writing skill and motivation. International Journal of Linguistics, 4(2), 412–429.
Teng, C., Heydarnejad, T., Hasan, M. K., Omar, A., & Sarabani, L. (2022). Mobile assisted language learning in learning English through social networking tools: An account of Instagram feed-based tasks on learning grammar and attitude among English as a foreign language learners. Frontiers in psychology, 13, 1012004.
Ushida, E. (2005). The role of students’ attitudes and motivation in second language learning in online language courses. Calico, 23(1), 49–78. Retrieved April 20, 2012, from https://calico.org/memberBrowse.php?action=article&id=131
Wang, Q. (2010). Using online shared workspaces to support group collaborative learning. Computers & Education, 55(3), 1270-1276.
Wang, S., &Vásquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? Calico Journal, 29(3), 412-430.
Warschauer, M. (2009). Foreword in M. Thomas (Ed.), Handbook of research on web 2.0 and second language learning (pp. xix-xx). Hershey, PA: Information Science Reference.
Yang, C., & Chang, Y. S. (2012). Assessing the effects of interactive blogging on student attitudes toward peer interaction, learning motivation, and academic achievements. Journal of Computer Assisted Learning, 28(1), 126-135.
Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning. Educational Technology & Society, 15(1), 127-136.