اخبار و اعلانات
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 385 |
| تعداد مقالات | 3,170 |
| تعداد مشاهده مقاله | 4,342,695 |
| تعداد دریافت فایل اصل مقاله | 2,937,674 |
بررسی پدیدارشناسی استعلایی راهکارهای مقابله با چالش‌های آموزش مجازی مهارت درک مطلب زبان‌های خارجی | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 8، دوره 12، شماره 1 - شماره پیاپی 25، فروردین 1402، صفحه 123-146 اصل مقاله (1.11 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2024.19692.1653 | ||
| نویسندگان | ||
| حسین میهمی* 1؛ بهرخ عبدلی2 | ||
| 1نویسندۀ مسئول، استادیار گروه مترجمی زبان انگلیسی، دانشگاه بین المللی امام خمینی(ره)، قزوین، ایران. | ||
| 2دانشجوی کارشناسی ارشد آموزش زبان انگلیسی، دانشگاه بین المللی امام خمینی(ره)، قزوین، ایران. | ||
| چکیده | ||
| با پیشرفت فناوری‌های نوین در آموزش زبان‌های خارجی، اهمیت ارائه راهکارهای چندوجهی و بنیادین برای مقابله با چالش‌های استفاده از فناوری در آموزش مهارت‌های مختلف زبانی از جمله درک مطلب بیش از پیش نمایان است. هدف از این پژوهش بکارگیری پدیدارشناسی استعلایی جهت بررسی تجربیات معلمان زبان انگلیسی در ایران و کشف راهکارهای موثر آنها برای مقابله با چالش‌های آموزش درک مطلب زبان انگلیسی کلاس‌های مجازی بود. در این پژوهش با استفاده از روش پدیدارشناسی استعلایی تجارب 8 معلم زبان انگلیسی از راهکارهای مقابله با چالش‌های تدریس درک مطلب زبان انگلیسی مورد بررسی قرارگرفت. نتایج حاصل از بررسی روایت‌ها و مصاحبه‌های پدیدارشناسانه با استفاده از روش تحلیل پدیدارشناسی پنج مرحله‌ای‌گیورگی (Giorgi, 2009) نشان داد دو راهکار 1) اهمیت بسترسازی فناوری‌های جدید در رشد دانش فناوری آموزشی و 2) اهمیت بسترسازی فناوری‌های جدید در تقویت نگرش مثبت به استفاده از فناوری می‌تواند موجبات حل چالش‌های آموزش درک مطلب انگلیسی در کلاس‌های مجازی را فراهم نماید. از یافته‌های این پژوهش می‌توان نتیجه گرفت که راهکارهای مقابله با چالش‌های تدریس مجازی درک مطلب زبان انگلیسی در دو ساختار سطحی و عمیق مورد توجه است. راهکارها در ساختار سطحی به مانند افزایش سرعت اینترنت می‌توانند چالش‌ها را برای مدت زمانی محدود و در برخی محیط‌ها برطرف نمایند. راهکارهای سطح عمیق که هدف این پژوهش پدیدارشناسانه استعلایی بودند، به دلیل ماهیت چندوجهی باعث می‌شوند که چالش‌ها به صورت ریشه‌ای حل شوند. | ||
| کلیدواژه‌ها | ||
| درک مطلب انگلیسی؛ کلاس مجازی؛ پدیدارشناسی استعلایی | ||
| عنوان مقاله [English] | ||
| A Transcendental Phenomenology of the Solutions for Challenges of Teaching L2 Reading Comprehension in Virtual Classes | ||
| نویسندگان [English] | ||
| Hussein Meihami1؛ Behrokh Abdoli2 | ||
| 1Corresponding Author, Assistant Professor of Applied Linguistics, Department of English Language Teaching, Imam Khomeini International University, Qazvin, Iran. | ||
| 2MA Student of Applied Linguistics, Department of English Language Teaching, Imam Khomeini International University, Qazvin, Iran. | ||
| چکیده [English] | ||
| With the rise of new technologies in teaching foreign languages, it has become increasingly important to provide comprehensive and fundamental solutions to tackle the challenges of utilizing technology in teaching different language skills, specifically L2 reading comprehension. The objective of this study was to use transcendental phenomenology to investigate the experiences of English language teachers in Iran, and to uncover their effective solutions for addressing the challenges of teaching English reading comprehension in virtual classes. In this research, the experiences of eight English language teachers were examined using the transcendental phenomenology method to deal with the challenges of teaching English language comprehension. The results of analyzing narratives and phenomenological interviews utilizing Giorgi's five-step phenomenological analysis method (Giorgi, 2009) showed two solutions: 1) the importance of embedding new technologies in the growth of educational technology knowledge and 2) the importance of embedding new technologies in strengthening a positive attitude towards the use of technology, which can help to solve the challenges of teaching English reading comprehension in virtual classes. Based on the findings of this study, it can be concluded that the solutions to address the challenges of virtual teaching of English language comprehension are of interest in two structures: superficial and deep. Solutions in the surface structure, such as improving the Internet speed, may only address the challenges for a limited time and in certain environments. However, deep-level solutions that were the focus of this transcendental phenomenological research can solve the challenges more comprehensively due to their multifaceted nature. Extended Abstract: Introduction The development of technology has significantly improved the teaching and learning process in today's society. Technology's unique features, such as its wide availability, ease of access at different times and places, and high speed, have contributed to its increased use in teaching and learning over the past two decades (Haleem et al., 2022). Given the importance of learning English in today's world, it is essential to use modern technologies to facilitate the teaching and learning process, especially in non-English-speaking countries (Cifuentes, 2022). Therefore, the use of modern technologies to improve teaching methods, tools, content, equipment, and new strategies is crucial to achieving educational goals in the field of English language education (Prayudi et al., 2021). Since reading comprehension is crucial for the academic progress of English language learners (Smith et al., 2021), using new technologies to teach reading comprehension can increase the participation of English language learners in virtual educational environments, improve their attitudes toward learning, and enhance their academic progress (Noordan et al., 2022). Therefore, the purpose of this research was to use transcendental phenomenology to investigate the experiences of English language teachers in Iran and discover their effective solutions to face the challenges of teaching reading comprehension in virtual environments and classrooms. Methodology The researchers used transcendental phenomenology as a type of qualitative research to achieve the research's purpose of providing fundamental solutions to the challenges of teaching English language comprehension to non-English speakers in virtual environments based on teachers' experiences. This method pays attention to the experiences of teachers and leaves aside the experiences of researchers (Moustakas, 1994). By using transcendental phenomenology, the researchers could inform the participants about the goals of the research, based on which they obtained more detailed information about teaching strategies without the challenge of understanding content in the virtual environment, which was based on the semantic description of the investigated phenomenon (Edmonds & Kennedy, 2017). The study included eight teachers of English to non-English speakers who were selected purposefully because they faced challenges with teaching reading comprehension in virtual classes and had provided solutions to overcome those challenges. Results The obtained results showed multidimensional solutions from the teachers that could affect the existing challenges in a multifaceted and fundamental way. Based on this, two solutions were identified: 1) the importance of embedding new technologies in the growth of educational technology knowledge and 2) the importance of embedding new technologies in strengthening a positive attitude towards the use of technology. These effective solutions can provide fundamental solutions to the challenges of teaching English comprehension in virtual classes. Conclusion The findings of the study showed that the solutions to the challenges of virtual teaching of English language comprehension can be classified into two categories: superficial and deep structures. Superficial solutions, such as increasing internet speed, may solve some challenges for a limited period and in some environments. Still, deep-level solutions, such as the ones identified in this research, can solve challenges more effectively. For instance, by introducing new technologies in educational centers, teachers feel the need to strengthen their technology knowledge and act accordingly. At the same time, their positive attitude towards the use of technology is enhanced, which results from observing the usefulness of virtual education, and not a challenge. Thus, educational decision-makers are advised to make a special contribution to the foundation of new technologies to deal with the challenges of virtual education, particularly the challenges of virtual teaching of English language comprehension. Embedding new technologies in strengthening the positive attitude toward the use of technology and in the growth of educational technology knowledge can create a turning point in virtual education, solving many of the current challenges of virtual teaching by creating educational and implementation strategies. Conflict of Interest The authors have no conflict of interest. Acknowledgment We would like to express our gratitude to Imam Khomeini International University for providing financial support for this study. | ||
| کلیدواژه‌ها [English] | ||
| English reading comprehension, virtual class, transcendental phenomenology | ||
| مراجع | ||
|
Reference:
Ahmed, A. a. A., Kumar, T., Iksan, M., Subrahmanyam, S., Kokhichko, A. N., Ali, M. H., Tuama, H. M., & Mousavi, M. S. (2022). Comparing the effectiveness of massive Open Online Course (MOOC) and flipped instruction on EFL learners’ reading comprehension. Education Research International, 2022, 1–9. https://doi.org/10.1155/2022/6543920
Ary, D., Jacobs, L. C., Sorensen, C. K., & Walker, D. (2014). Introduction to research in education. Cengage Learning.
Ashraf, T. A. (2023). Reading Comprehension Challenges Confronted by Saudi EFL Learners. Language in India, 23(2), 1-11.
Atai, M. R., & Dashtestani, R. (2011). Iranian English for academic purposes (EAP) stakeholders’ attitudes toward using the Internet in EAP courses for civil engineering students: promises and challenges. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2011.627872.
Boers, F., Warren, P., Grimshaw, G. M., & Siyanova–Chanturia, A. (2017). On the benefits of multimodal annotations for vocabulary uptake from reading. Computer Assisted Language Learning, 30(7), 709–725. https://doi.org/10.1080/09588221.2017.1356335
Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(2), 118-126.
Burns, M. (2023). Distance education for teacher training: Modes, models, and methods. Education Development Center, Inc.
Canals, L., & Al-Rawashdeh, A. (2019). Teacher training and teachers’ attitudes towards educational technology in the deployment of online English language courses in Jordan. Computer Assisted Language Learning, 32(7), 639-664.
Capodieci, A., Cornoldi, C., Doerr, E., Bertolo, L., & Carretti, B. (2020). The use of new technologies for improving reading comprehension. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00751
Castillo-Cuesta, L. (2022). Using genially games for enhancing EFL reading and writing skills in online education. International Journal of Learning, Teaching and Educational Research, 21(1), 340–354. https://doi.org/10.26803/ijlter.21.1.19
Cifuentes, G. (2015). Educational governance and innovation: Technology as end and means of government. Policy Futures in Education, 14(2), 286–299. https://doi.org/10.1177/1478210315622916
Das, U. (2022). Online learning: challenges and solutions for learners and teachers. Management and Labour Studies, 0258042X2110695. https://doi.org/
Edmonds, W. A., & Kennedy, T. D. (2017). An applied guide to research designs: Quantitative, qualitative, and mixed methods. Sage.
Fathi, J., & Ebadi, S. (2020). Exploring EFL pre-service teachers’ adoption of technology in a CALL program: obstacles, motivators, and maintenance. Education and Information Technologies, 25, 3897-3917.
Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Duquesne University.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Hayati, H. A., & Puspitaloka, N. (2022). An Analysis of Students’ Reading Comprehension Difficulties during Covid-19 Pandemic with Online Classes in Junior High School. Journal of English Teaching, 8(2), 293–300. https://doi.org/10.33541/jet.v8i2.3823
Huang, H. (2013). Online reading strategies at work: What teachers think and what students do. ReCALL, 25(3), 340-358. doi:10.1017/S0958344013000153
Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25(2), 175-188.
Kasani, H. A., Mourkani, G. S., Seraji, F., Rezaei-Zadeh, M., & Abedi, H. (2020). E-Learning challenges in Iran: a research synthesis. The International Review of Research in Open and Distributed Learning, 21(4), 96–116. https://doi.org/10.19173/irrodl.v21i4.4677
Konuralp, H., & Topping, K. J. (2023). Underlying factors influencing the quality of online EFL teaching in higher education: An Iranian case study. Interchange, 54(3), 353–377. https://doi.org/10.1007/s10780-023-09499-3
Kusumarasdyati, K. (2023, March). Reading Comprehension in EFL: An Overview. In International Joint Conference on Arts and Humanities 2022 (IJCAH 2022) (pp. 782-791). Atlantis Press.
Liaw, M. L., & English, K. (2017). Technologies for teaching and learning L2 reading. In C. A. Chapelle & S. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 62-76). John Wiley & Sons.
Meihami, H. (2021). A narrative inquiry into Iranian EFL teacher educators’ voice about challenges of CALL teacher education. Teaching English with Technology, 21(2), 92-111.
Moustakas, C. (1994). Phenomenological research methods. Sage.
Mulatu, E., & Regassa, T. (2022). Teaching reading skills in EFL classes: Practice and procedures teachers use to help learners with low reading skills. Cogent Education, 9(1). https://doi.org/10.1080/2331186x.2022.2093493
Noordan, M. N. H. B., & Yunus, M. M. (2022). The integration of ICT in improving reading comprehension skills: A systematic literature review. Creative Education, 13(06), 2051–2069. https://doi.org/10.4236/ce.2022.136127
O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: debates and practical guidelines. International Journal of Qualitative Methods, 19, 1-10.
Park, H. R., & Kim, D. (2011). Reading-strategy use by English as a second language learners in online reading tasks. Computers & Education, 57(3), 2156-2166.
Platas-García, A., Castro-Manzano, J. M., & Reyes-Meza, V. (2020). Reading comprehension as a complex phenomenon. An approach based on assessment, inference, and foreign language. Journal of Theories and Research in Education, 15(2), 17–37. https://doi.org/10.6092/issn.1970-2221/9401
Prayudi, R. A., Hakiki, A. K., Putra, N. R. D., Anzka, T. O., & Ihsan, M. T. (2021). The use of technology in english teaching & learning process. Jurnal Riset Dan Inovasi Pembelajaran, 1(2), 102-111.https://doi.org/10.51574/jrip.v1i2.38
Shahnama, M., Yazdanmehr, E., & Shirvan, M. E. (2021). Challenges of online language teaching during the COVID-19 pandemic: A process tracing approach. Journal of Teaching Language Skills, 40(3), 159–195. https://doi.org/10.22099/jtls.2021.40964.3015
Smith, R. (2021). Preservice teacher perspectives on learning with technology: Modeling vulnerability and embracing innovation. Issues and Trends in Learning Technologies, 9(2). https://doi.org/10.2458/itlt.2280
Smorti, A. (2011). Autobiographical memory and autobiographical narrative: What is the relationship? Narrative Inquiry, 21(2), 303-310.
Szili, K., Kiss, R., Csapó, B., & Molnár, G. (2022). Computer-based development of reading skills to reduce dropout in uncertain times. Journal of Intelligence, 10(4), 89. https://doi.org/10.3390/jintelligence10040089
Tamah, S. M., and Wirjawan, J.V. (2021). Teachers’ response to a challenge to change: A portrait of teacher resilience to a professional development program. Power and Education, 14(1), 17-34. https://doi.org/1177/17577438211052647
Tao, J., & Gao, X. (2022). Teaching and learning languages online: Challenges and responses. System, 107, 102819. https://doi.org/10.1016/j.system.2022.102819
Torkashvand, J., Jonidi Jafari, A., Godini, K., Kazemi, Z., Kazemi, Z., & Farzadkia, M. (2021). Municipal solid waste management during COVID-19 pandemic: A comparison between the current activities and guidelines. Journal of Environmental Health Science and Engineering, 19(1), 173–179. https://doi.org/10.1007/s40201-020-00591-9
Winter, E., Costello, A., O’Brien, M., & Hickey, G. (2021). Teachers’ use of technology and the impact of Covid-19. Irish Educational Studies, 40(2), 235–246. https://doi.org/10.1080/03323315.2021.1916559
Wu, R., & Yu, Z. (2022). Exploring the effects of achievement emotions on online learning outcomes: A systematic review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.977931
Wulandari, D., Munifatullah, F., & Yufrizal, H. (2022). Flipped classroom model to enhance students’ reading comprehension. Advances in Social Science, Education and Humanities Research. https://doi.org/10.2991/assehr.k.220201.008
Yang, Y. (2011). Blended learning for college students with English reading difficulties. Computer Assisted Language Learning, 25(5), 393–410. https://doi.org/10.1080/09588221.2011.597767 | ||
|
آمار تعداد مشاهده مقاله: 280 تعداد دریافت فایل اصل مقاله: 319 |
||