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بررسی بهبود عملکرد و استقلال سبک‌های حل مسأله‌ یادگیری دستور زبان انگلیسی دانشجویان تحت الگوی یادگیری معکوس

نوع مقاله : مقاله پژوهشی

نویسندگان

1 ﮔﺮوه تکنولوژی آموزشی، داﻧﺸﻜﺪه روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

2 ﮔﺮوه سنجش و اندازه‌گیری، داﻧﺸﻜﺪه روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

چکیده

پیشینه و اهداف: نیاز به عملکرد و استقلال سبک‌های حل مسأله‌ یادگیری دستور زبان انگلیسی دانشجویان در دنیای  دانش مدار کنونی، امری ضروری است. لذا پژوهش حاضر با هدف بهبود آن تحت الگوی یادگیری معکوس به این موضوع پرداخته است.
روش‌ها: تحقیق حاضر از نوع کاربردی و نیمه‌آزمایشی است. جامعه‌ آماری پژوهش از میان کلیه‌ فراگیران ثبت‌نام شده در مرکز آموزش‌های تخصصی کوتاه مدت زبان انگلیسی علاءالدین از سال تحصیلی 1397 تا 1399 (تعداد 380 نفر) به‌صورت هدفمند و در دسترس تعیین شد. معیار انتخاب زبان‌آموزان با جایگزینی تصادفی بود. در پرسش‌نامه‌های پیش آزمون و پس آزمونی که فراگیران به سؤالات به‌طور کامل پاسخ نداده بودند و یا مواردی که بدون جواب بودند از این مجموعه حذف شدند. در نهایت مشارکت‌کنندگان تعداد 220 نفر شدند که در دو گروه کنترل و آزمایش هر گروه 110 نفر قرار گرفتند. به‌منظور جمع‌آوری داده‌ها، از پرسش‌نامه‌ی حل‌مسأله‌ کسیدی و لانگ  (Cassidy & Long, 1996)  با 24 سؤال که روی یک مقیاس سه درجه‌ای (بله، خیر و نمی‌دانم) تنظیم شده و شش عامل را می‌سنجد، استفاده شد. این پرسش‌نامه ابتدا به‌عنوان پیش‌آزمون روی گروه کنترل و آزمایش اجرا شد. سپس در گروه کنترل از آموزش به شیوه‌ معمول و متداول که تمام مراکز آموزش زبان از آن بهره می‌گیرند، استفاده شد. بدین معنی که ارائه مفاهیم به‌صورت تدریس سخنرانی شفاهی یا کتبی از طرف مدرس صورت گرفت که شامل استفاده از روش حفظ و تکرار و پرسش و پاسخ توسط فراگیر است. در آن به علاقه، استعداد و تفاوت‌های فردی فراگیران توجه نمی‌شود. شیوه‌ تدریس معکوس در گروه آزمایش اجرا شد. به این معنی که مدرس معکوس تدریس نمود. در این روش، مدرس کتاب، اسلایدها، جزوه‌ آموزشی و همچنین آزمون‌های تعاملی (interactive tests) را تهیه کرد و سپس بستر شبکه‌ اجتماعی مناسب با توجه به دسترسی آسان (تلگرام و واتس اپ) را در نظر گرفت. او این موارد را قبل از کلاس در اختیار فراگیران قرار داد. فراگیران و مدرس می‌توانستند با به اشتراک گذاشتن مطالب آموزشی، ایده‌ها، سؤالات، تکالیف و نکات را از طریق این شبکه‌های اجتماعی تعاملی با یکدیگر به اشتراک گذاشته و در ارتباط باشند. این روش به مدت 16 ماه (بدون درنظر گرفتن جلسات لغو شده) در 10 دوره و  برای هرکدام از گروه‌های  آزمایش و کنترل 5 دوره آموزش داده شد. هر دوره شامل 39 جلسه‌ 90 دقیقه‌ای (58.5 ساعت) 2 جلسه در هفته و یا 20 جلسه‌ 180 دقیقه‌ای (60 ساعت) یک جلسه در هفته فقط جمعه‌ها تحت آموزش یک مربی برگزار شد. در ابتدای جلسه‌ بعد، از مطالب جلسه‌ قبل پس‌آزمون و مصاحبه شده و در مورد محتوای همان جلسه پیش‌آزمون گرفته می‌شد. برای پاسخ به سؤالات تحقیق، از آزمون اندازه‌گیری مکرر (repeated measurement) و آزمون‌های پارامتریک T یک نمونه استفاده شد.
یافته‌ها: یافته‌ها حکایت از اثر این روش تدریس بر بهبود عملکرد و استقلال در حل مسأله‌ یادگیری دستور زبان انگلیسی دانشجویان تحت الگوی یادگیری معکوس داشت.
نتیجه‌گیری: نتایج نشان داد که ارزش و مقبولیت الگو در کنار روش‌های تدریس سنتی بر عملکرد و استقلال در حل مسأله‌ یادگیری دستور زبان انگلیسی دانشجویان تأثیر فراوان داشته و باعث افزایش اعتماد به نفس فراگیران می‌شود. اجرای پژوهش‌های همانند در دروس مختلف رشته‌های مختلف دانشگاه‍ی و همچنین بررسی این شیوه‌ تدریس بر روی نمونه‌های بیشتر از جمله پیشنهادها برای پژوهش‌های آتی است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the improvement of students' performance and autonomy in problem-solving styles of learning English grammar under the flipped learning pattern

نویسندگان [English]

  • Sh. Soleymani 1
  • Kh. Aliabadi 1
  • I. Zaraii Zavaraki 1
  • A. Delavar 2

1 Department of Instructional Technology, Faculty of Psychology & Education, Allameh Tabataba’i University, Tehran, Iran

2 Department of Evaluating and Measuring, Faculty of Psychology & Education, Allameh Tabataba’i University, Tehran, Iran

چکیده [English]

Background and Objectives: The need for performance and autonomy in problem-solving styles of learning English grammar for students in the current knowledge-based world is essential. Therefore, the present study aimed to improve it under the flipped learning pattern.
Methods: The present study is applied and quasi-experimental research. The statistical population consisted of 380 people in a purposeful and accessible manner among all students registered in the Aladdin English Short-Term Specialized Training Center between 2018 and 2020. The criterion for selecting language learners was random substitution and exclusion criteria were the pre-test and post-test questionnaires where learners did not fully answer the questions or some items. Finally, the participants were 220 people divided into two groups, control (N=110) and experimental (N=110). To collect the required data, Cassidy & Long's (1996) problem-solving questionnaire was used with 24 questions set on a three-point scale (yes, no, and I do not know) measuring six factors. Participants in the control and experimental groups first completed the questionnaire as a pre-test. Then, the instructor used the usual teaching methods in the control group, which all instructors in language centers use Flipped classroom method was implemented in the experimental group. The instructor used this method for 16 months in 10 courses (5 courses for each experimental and control group). Each course consisted of 39 sessions of 90 minutes (58.5 hours), two sessions per week, or 20 sessions of 180 minutes (60 hours), one session per week held only on fridays by one instructor. The instructor asked students some questions about the previous lesson to measure their' knowledge and solve their problems at the beginning of the new session and took a pre-test based on the content of the new session. Researchers utilized a repeated measurement test and T-test of a sample to answer the research questions.
Findings: Findings indicated the effect of this teaching method on improving the students’ performance and autonomy in solving the problem of learning English grammar under the flipped learning pattern.
Conclusion: The results showed the value and acceptability of the pattern along with traditional teaching methods and its impact on the performance and autonomy of problem-solving styles of learning English grammar among the students. It seemed to increase learners' confidence, too. Implementing the same research in different courses of different academic disciplines is suggested for future research.

کلیدواژه‌ها [English]

  • Autonomy
  • FLP
  • English grammar. Performance
  • Problem-solving styles

COPYRIGHTS 
©2022 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. 

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سر دبیر نشریه فناوری آموزش، با تواضع انتشار نامه های واصله از نویسندگان و خوانندگان و بحث در سامانه نشریه را ظرف 3 ماه از تاریخ انتشار آنلاین مقاله در سامانه و یا قبل از انتشار چاپی نشریه، به منظور اصلاح و نظردهی امکان پذیر نموده است.، البته این شامل نقد در مورد تحقیقات اصلی مقاله نمی باشد.

توچه به موارد ذیل پیش از ارسال نامه به سردبیر لازم است در نظر گرفته شود:


[1]نامه هایی که شامل گزارش از آمار، واقعیت ها، تحقیقات یا نظریه ها هستند، لازم است همراه با منابع معتبر و مناسب باشند، اگرچه ارسال بیش از زمان 3 نامه توصیه نمی گردد

[2] نامه هایی که بجای انتقاد سازنده به ایده های تحقیق، مشتمل بر حملات شخصی به نویسنده باشند، توجه و چاپ نمی شود

[3] نامه ها نباید بیش از 300 کلمه باشد

[4] نویسندگان نامه لازم است در ابتدای نامه تمایل یا عدم تمایل خود را نسبت به چاپ نظریه ارسالی نسبت به یک مقاله خاص اعلام نمایند

[5] به نامه های ناشناس ترتیب اثر داده نمی شود

[6] شهر، کشور و محل سکونت نویسندگان نامه باید در نامه مشخص باشد.

[7] به منظور شفافیت بیشتر و محدودیت حجم نامه، ویرایش بر روی آن انجام می پذیرد.

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فناوری آموزش
دوره 16، شماره 3 - شماره پیاپی 63
تیر 1401
صفحه 539-551
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سابقه مقاله
  • تاریخ دریافت: 17 بهمن 1400
  • تاریخ بازنگری: 24 خرداد 1401
  • تاریخ پذیرش: 26 تیر 1401
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