اخبار و اعلانات
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 347 |
| تعداد مقالات | 2,870 |
| تعداد مشاهده مقاله | 3,261,410 |
| تعداد دریافت فایل اصل مقاله | 2,396,359 |
Examining the Effects of Raising Text Structure Awareness in Computer-Based Instruction through Moviemaker and Mind mapping software on EFL learners’ Reading Comprehension | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 3، دوره 9، شماره 4، دی 2022، صفحه 51-74 اصل مقاله (898.94 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2022.16229.1966 | ||
| نویسندگان | ||
| Zahra Ghorbani Shemshadsara؛ Touran Ahour* ؛ Nasrin Hadidi Tamjid | ||
| Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| تاریخ دریافت: 24 شهریور 1400، تاریخ بازنگری: 03 اردیبهشت 1401، تاریخ پذیرش: 05 اردیبهشت 1401 | ||
| چکیده | ||
| Effective teaching of reading comprehension has been a great concern for language teachers, leading to the emergence of strategies in developing students’ reading skill. This study examined the effects of raising text structure awareness (TSA) through face-to-face and computer-based reading instruction (CBI) on students’ reading comprehension. The participants included 87 undergraduate students of Humanities from Guilan, Iran who were at the upper-intermediate level concerning their foreign language proficiency and took part in the pretest and the posttest of reading comprehension that were taken from sample IELTS. They were randomly assigned into one control and two experimental groups. The first experimental group received instruction on text structure within face-to-face classes (TSA) and the second experimental group worked through computer-based instruction (TSA+CBI) while the control group benefited from their routine conventional reading activities. The results of the one-way ANCOVA indicated that the second experimental group that received instruction on text structure awareness through CBI outperformed the first experimental group that simply practiced text structure awareness in face-to-face classes and the control group. In addition, the difference between the two treatment groups was statistically significant. The results verified the effectiveness of text structure awareness in improving the students’ reading comprehension in TSA+CBI groups. Language teachers can benefit from providing students with text structure awareness and facilitating their reading comprehension through applying technology. | ||
| کلیدواژه‌ها | ||
| awareness-raising؛ EFL learners؛ computer-based instruction؛ reading comprehension؛ text structure | ||
| عنوان مقاله [English] | ||
| بررسی تاثیر افزایش آگاهی از ساختار متن در آموزش مبتنی بر رایانه از طریق نرم افزار فیلم ساز و نقشه ذهنی بر درک مطلب خواندن زبان آموزان زبان انگلیسی | ||
| نویسندگان [English] | ||
| زهرا قربانی شمشادسرا؛ توران آهور؛ نسرین حدیدی تمجید | ||
| گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران | ||
| چکیده [English] | ||
| تدریس موثر درک مطلب خواندن، نگرانی عمده ای برای مدرسان زبان می باشد که منجر به پیدایش راهبردهای توسعه مهارت های خواندن در زبان آموزان شده است. این مطالعه به بررسی اثرات افزایش آگاهی از ساختار متن به روش حضوری و مبتنی بر کامپیوتر را بر روی درک خواندن دانشجویان می پردازد. شرکت کنندگان شامل 87 دانشجوی کارشناسی ارشد علوم انسانی از گیلان، ایران بودند که مهارت زبان خارجی سطح متوسط به بالا داشتند و در پیش آزمون و پس آزمون درک مطلب که از نمونه های آزمون آیلتس انتحاب شده بودند، شرکت کردند. آنها به صورت تصادفی به یک گروه کنترل و دو گروه آزمایش تقسیم شدند. نخستین گروه آزمایش ، تدریس ساختار متن را در کلاس حضوری و گروه آزمایش دوم از طریق کامپیوتر دریافت نمودند، در حالی که گروه کنترل از فعالیت های معمول خواندن بهره مند شدند. نتایج حاصل از آزمون آنکوا نشان داد که گروه آزمایش دوم که دستورالعمل های مربوط به آگاهی از ساختار متن را از طریق کامپیوتر دریافت کرده اند، نسبت به گروه آزمایش نخست و نیز گروه کنترل عملکرد بهتری داشتند. علاوه بر این، تفاوت بین دو گروه آزمایش از نظر آماری معنی دار بود. نتایج به دست آمده، اثربخشی آگاهی از ساختار متن از طریق کامپیوتر را در بهبود درک مطلب خواندن زبان آموزان تایید می نماید. مدرسان زبان می توانند آگاهی از ساختار متن را برای زبان آموزان فراهم آورند و درک خواندن آنها را از طریق استفاده از تکنولوژی تسهیل بخشند. | ||
| کلیدواژه‌ها [English] | ||
| افزایش آگاهی, زبان آموزان انگلیسی به عنوان زبان خارجی, آموزش مبتنی بر رایانه, درک مطلب, ساختار متن | ||
| مراجع | ||
|
References
Akhondi, M., Malayeri, F. A., & Samad, A. A. (2011). How to teach expository text structure to facilitate reading comprehension. The Reading Teacher, 64(5), 368–372.
Al-Jarf, R. (2021). Teaching reading to EFL freshman students with mind mapping software. JRSP-ELT, 24(5). Available at SSRN: https://ssrn.com/abstract=3817470
Alsied, S. M., & Pathan, M. M. (2013). The use of computer technology in EFL classroom: Advantages and implications. International Journal of English Language & Translation Studies (IJ-ELTS), 1(1), 61-71.
Astri, Z., & Wahab, I. (2018). The effect of reading teaching material for different learning styles in improving students’ reading comprehension. Jurnal Bahasa Lingua Scientia, 10(2), 215-230.
Beheshti, Z. (2015). Syntactic analysis of errors in Iranian EFL learners’ written productions. Journal of Applied Linguistics and Language Research, 2(6), 1-12.
Buzan, T. (2006). Mind mapping. Pearson Education.
Cervetti, G. N., & Wright, T. S. (2020). The role of knowledge in understanding and learning from text. Handbook of Reading Research, 5, 237-260.
Chen, K. Y. (2011). The impact of EFL students’ vocabulary breadth of knowledge on literal reading comprehension. Asian EFL Journal, 51, 30-40.
Chomchaiya, C. (2014). An investigation into the development of English language reading comprehension among Thai undergraduate students using an online blended learning approach coin. Discourse Processes, 52, 337-352.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge Falmer.
Davies, M. (2011). Concept mapping, mind mapping, and argument mapping: what are the differences and do they matter? Higher Education, 62(3), 279-301.
Fenrich, P. (2006). Getting practical with learning styles in “Live” and computer-based training settings. Issues in Informing Science and Information Technology, 3, 233-242.
Ferdosipour, A., & Delavar, A. (2011). The effects of structural variables on reading comprehension in expository text of Persian. Procedia-Social and Behavioral Sciences, 30, 1027-1030. https://www.sciencedirect.com/science/article/pii/S1877042811020258
Flemming, L. (2014). Reading for results (12th ed.). Wadsworth.
Ghorbani, Z., Ahour, T., & Hadidi Tamjid, N. (2019). Raising text structure awareness: A strategy of improving EFL undergraduate students’ reading comprehension ability. Cogent Education, 6, 1-15.
Grabe, W. (2009) Reading in a second language: Moving from theory to practice. Cambridge University Press.
Habib, M. A., Mustapha, M. A., & Ali, H. (2019). Use of computer assisted instruction to improve students’ reading skill in English language. Journal on English Language Teaching, 9(1), 32-37.
Hall, K.M., Sabey, B.L., & McClellan, M. (2005). Expository text comprehension: Helping primary-grade teachers use expository texts to full advantage. Reading Psychology, 26(3), 211– 234.
Hebert, M., Bohaty, J. J., Nelson, J. R., & Brown, J. (2016). The effects of text structure instruction on expository reading comprehension: A meta-analysis. Journal of Educational Psychology, 108(5), 609–629.
Houselog, M. E. (2019). Effects of computer screen color and brightness on student achievement during computer-based reading comprehension assessment. Culminating Projects in Education Administration and Leadership. 64. https://repository.stcloudstate.edu/edad_etds/64
Jiang, X. (2012). Effects of discourse structure graphic organizer on EFL reading comprehension. Reading in a foreign language, 24(1), 84-105.
Jiang, X., & Grabe, W. (2007). Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language, 19, 34-55.
Jones, C. D., Clark, S. K., & Reutzel, D. R. (2016). Teaching text structure: Examining the affordances of children’s informational texts. The Elementary School Journal, 117, 143–169.
Kale, U., & Goh, D. (2014). Teaching style, ICT experience, and teachers’ attitudes toward teaching with Web. 2.0. Educ Inf Technol, 19(41), 41-60.
Kang, S. (1999). Learning styles: Implications for ESL/EFL instruction. English Teaching Forum, 37(4), 6-11.
Kharaghani, N., Ghonsooly, B., & Birjandi, P. (2016). The impact of motivation on reading comprehension ability of Iranian EFL learners receiving reciprocal teaching and cooperative grouping intervention program. Journal of Language & Translation Studies, 48(4), 23-27.
Klapwijk, N. M. (2015). EMC2 = comprehension: A reading strategy instruction framework for all teachers. South African Journal of Education, 35(1), 1-10.
Leger, D. (2012). Structure strategy instruction in adult L2 reading: A way toward increased autonomy? The French Review, 86(2), 333-356.
Liu, P.L., Chen, C.J., and Chang, Y.J. (2010). Effects of a computer-assisted concept mapping learning strategy on EFL college students’ English reading comprehension. Computers & Education, 54(2), 436-445.
Liu, C., Wu, L. Y., Chen, Z., Tsai, C., & Lin, H. (2014). The effect of story grammars on creative self-efficacy and digital storytelling. Journal of Computer Assisted Learning, 30(5), 450-464
Martinez, A., & Cristian, L. (2013). The use of various assessment tasks in the analysis of the effect of prior knowledge and interest on L2 reading comprehension. RESLA, 26, 289-306
McNamara, D. S. (Ed.). (2007). Reading comprehension strategies: Theories, interventions, and technologies. Psychology Press.
Meyer, B. J. F., Ray, M. N., & Middelmiss, W. (2012). Children’s use of comparative text signals: The relationship between age and comprehension ability. A Journal of Linguistics, Psycholinguistics, and Computational Linguistics, 10, 1–25. DOI: https://doi.org/10.4000/discours.8637.
Microsoft. (2009). Make your classroom lessons more memorable with a movie. http://download.microsoft.com/download/d/f/0/df087781-edef-45e1-9faa-18fe7cd1e7e3/wlmm_getstarted.pdf
Microsoft. (2014). Getting started with windows moviemaker. http://windows.microsoft.com/en-us/windows-vista/getting-started with-windows-movie-maker.
Morshedian, M., Hemmati, F., Sotoudehnama, E., & Soleimani, H. (2016). The impact of training EFL learners in self-regulation of reading on their EFL literal and critical reading comprehension: Implementing a model. Journal of Teaching Language Skills, 35(2), 99-122.
Nair, S. S. K., & Al Farei, K. (2017). A brain friendly tool to facilitate research-teaching nexus: Mind maps. The Eighth International Conference on Information and Communication Systems (ICICS) (pp. 82-85). IEEE.
Nasution, S. H., Qohar, A., & Susiswo, A., Q. (2019). Computer-assisted assessment model to decrease math anxiety and increase mathematical self- efficacy of junior high school students. Journal of Physics: Conference Series. DOI:10.1088/1742-6596/1227/1/012011.
Pilonieta, P. (2011). The expository text primer: A teacher’s resource guide for using expository text. New England Reading Association Journal, 46(2), 45-52.
Priebe, S. J., Keenan, J. M., & Miller, A. C. (2011). How prior knowledge affects word identification and comprehension. Reading and writing, 7, 581–586.
Rajaei, A., Talebi, S. H., Abadikhah, Sh. (2020). The effects of collaborative and non-collaborative approaches to teaching reading strategies on Iranian EFL learners’ reading comprehension and attitude toward reading. Íkala, Revista de Lenguaje y Cultura, 25(1), 55-73.
Ray, M. N., & Meyer, B. J. F. (2011). Individual differences in children’s knowledge of expository text structures: A review of the literature. International Electronic Journal of Elementary Education, 4(1), 67-82.
Roehling, J. V., Hebert, M., Nelson, J. R., & Bohaty, J. J. (2017). Text structure strategies for improving expository reading comprehension. The Reading Teacher, 71(1), 71-82.
Sadeghi, A., Soltanian, N. (2012). Motivational and learning effects of computer-aided procedures on students’ reading comprehension. Journal of Teaching Language Skills, 29(3), 107-139.
Salehi, H., & Farajnezhad, Z. (2021). Socio-cultural interferences in promoting learner’s autonomy in Iranian EFL learners: English language teachers’ attitudes. Social Science Research Network. https://doi.org/10.13140/RG.2.2.15123.09762
Sarica, H. C., & Usluel, Y. K. (2016). The effect of digital storytelling on visual memory and writing skills. Computer & Education, 94, 298-309.
Schwartz, A., Mendoza, L., & Meyer, B. (2017). The impact of text structure reading strategy instruction in a second language: Benefits across languages. The Language Learning Journal, 45(3), 263-281.
Suzuki, A., Sato, T., & Awazu, S. (2008). Graphic display of linguistic information in English as a foreign language reading. TESOL Quarterly, 42(4), 591-616.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Allyn & Bacon.
Theriault, J. C., Matich, L. M., Lampi, J. P., & Armstrong, S. L. (2019). The continued need for strategy investigations: College readers’ Use of PILLAR. Journal of Adolescent & Adult Literacy, 62(5), 541-549.
Ting, N. C. (2013). Classroom video project: An investigation on students’ perception. Procedia-Social and Behavioral Sciences, 90, 441-448.
Wang, Ch., & Wang, K. (2014). Beyond flow experience: Learners’ positive and negative emotions related to computer-based instruction. PACIS 2014 Proceedings, 268. https://aisel.aisnet.org/pacis2014/268.
Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71(1), 3-25.
Williams, J. P. (2018). Text structure instruction: The research is moving forward. Reading and Writing, 31(9), 1923-1935.
Yazdanpanah, M., Sahragard, R., & Rahimi, A. (2010). The interplay of locus of control and academic achievement among Iranian English foreign language learners. Cypriot Journal of Educational Sciences, 5(3), 181-202.
Yunus, M.M., & Suliman, A. (2014). Information & Communication Technology (ICT) Tools in Teaching and Learning Literature Component in Malaysian Secondary Schools. Asian Social Science, 10(7), 136-152.
| ||
|
آمار تعداد مشاهده مقاله: 277 تعداد دریافت فایل اصل مقاله: 263 |
||