نوع مقاله : مقاله پژوهشی
نویسندگان
1 کارشناس ارشد آموزش زبان انگلیسی، گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد زنجان، زنجان، ایران
2 استادیار، گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد زنجان، زنجان، ایران.
چکیده
این روزها، فناوری بخشی جدایی‌ناپذیرِ زندگی ما است. در رابطه با پادکست‌های مؤثر و یا طراحی وادکست‌ها و ادراک و نگرش دانش‌آموزان نسبت به این روش‌ها، تحقیقات نسبتاً کمی وجود دارد. در پژوهش حاضر، هدف، تبیینِ تأثیر پادکست‌ها و وادکست‌ها بر پیشرفت زبان‌آموزان باانگیزه، در خصوصِ مهارت شنیداری است. نگارندگان از نمونه‌گیری هدفمند استفاده کردند و فراگیران به دو گروه کنترل و یک گروه آزمایش دسته‌بندی شدند. به این منظور، از نسخه معتبر پرسش‌نامه که نمایانگر میزان علاقه به بهبود مهارت شنیداری است، برای انتخاب شمار مناسبی از یادگیرندگانِ باانگیزه، استفاده شد. در میان زبان‌آموزان منتخب، از 250 زبان آموز متوسط و پیشرفتة 18 تا 35 ساله که در سال 2020 انگلیسی را به عنوان زبان خارجی در مؤسسه آینده‌گرا فرا می‌گرفتند، درخواست شد، دو پرسش‌نامه را پر کنند. از بین 60 پادکست و 50 وادکست، 10 پادکست و 10 وادکست بر مبنای فرمول نسبت اعتبار محتوا و شاخص اعتبار محتوا (79. 0 ،42. 0) انتخاب شدند. طرح پژوهش از نوع تجربی بود. در مطالعه حاضر، از آمار توصیفی و آزمون‌های آنکووا در تجزیه و تحلیل داده‌های کمی بهره گرفته شد. نتیجه آن بود که بین نمره‌های پیش‌آزمون و پس‌آزمونِ گروه آزمایشی در هر دو گروه پادکست و ووادکست اختلاف معناداری وجود دارد، در حالی که بین نمرات پیش‌آزمون و پس‌آزمون گروه کنترل اختلاف معناداری وجود ندارد. همچنین، یافته‌ها نشان داد که اختلاف معناداری میانِ گوش دادن به پادکست‌ها یا تماشای وادکست‌ها وجود ندارد.
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