نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه زبان انگلیسی، دانشگاه پیام نور، ایران
2 دانش‌آموختۀ کارشناسی ارشد زبان انگلیسی، دانشگاه پیام نور، ایران
چکیده
پیدایش انواع گوناگون ابزار فناوری آموزشی راه را برای معلمان و فراگیران همۀ رشته‌ها از جمله، فراگیری زبان دوم یا زبان خارجی در راستای اثربخش و جذاب‌تر کردن فرآیند آموزش و یادگیری هموار نموده است. هدف از مطالعۀ حاضر، مقایسۀ گروه معمولی واتس‌آپی که در آن اعضای گروه می‌توانند با یکدیگر تعامل داشته باشند و گروه محدود واتس‌آپی که در آن اعضای گروه نمی‌توانند با یکدیگر تعامل داشته باشند به‌عنوان دو نمونه از گروه‌های شبکۀ اجتماعی و اثر آنها بر بهبود یادگیری مهارت نوشتاری زبان‌آموزان انگلیسی به‌عنوان زبان خارجی، با تمرکز ویژه بر پاراگراف‌نویسی از نوع تحلیل فرآیند بوده‌است. در این راستا تعداد 64 زبان‌آموز سطح متوسط زبان انگلیسی به‌عنوان زبان خارجی از طریق آزمون تعیین سطح آکسفورد همگن و به‌طور تصادفی به دو گروه مجازی تقسیم شدند. سپس یک پیش‌آزمون پاراگراف‌نویسی از شرکت‌کنندگان اخذ شد و پس از آن، هر دو گروه مجازی، براساس چرخۀ آموزشی مدل-تمرین-نتیجه، آموزش و مواد آموزشی یکسان دریافت نمودند. بعد از دورۀ آموزش، پس‌آزمون پاراگراف‌نویسی از شرکت‌کنندگان به عمل آمد. با توجه به هدف این مطالعه، تحلیل داده‌ها نشان داد که عملکرد شرکت‌کنندگان در گروه عادی واتس‌آپی که تعامل آنلاین با یکدیگر را تجربه کرده بودند، به طور قابل توجهی بهتر از گروه محدود واتس‌آپی بود. نتایج و یافته‌های این مطالعه می‌تواند برای فراگیران زبان دوم یا زبان خارجی، معلمان، پژوهشگران و کارشناسان این حوزه مفید باشد تا نسبت به استفاده و نقش کلیدی فناوری آموزشی و نقش مهم و اساسی تعامل در بهبود کیفیت فرآیند آموزش و یادگیری زبان آگاهی کسب کنند.
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