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بررسی پدیدارشناسی استعلایی راهکارهای مقابله با چالش‌های آموزش مجازی مهارت درک مطلب زبان‌های خارجی | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 7، 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 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 | ||
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