نگرش مدرسان زبان نسبت به استفاده نوآورانه‌ از فناوری: مطالعه موردی کشور هند

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 گروه زبان و ادبیات انگلیسی و علوم کاربردی، علوم انسانی، دانشگاه راجستان، راجستان، هند.

2 گروه زبان و ادبیات فرانسه، دانشکده زبان ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران .

چکیده

استفاده از فناوری در آموزش و یادگیری در بسیاری از محافل آموزشی فراگیر شده است، اما این استفاده گسترده به معنای بهرمندی موثر مدرسان از فناوری نمی‌باشد. این مطالعه به بررسی نگرش مدرسان زبان نسبت به بکارگیری نوآوری‌های فناورانه می‌پردازد. موضوع مطالعه با استناد به خلاء پژوهشی پیرامون مهارت‌های فنی و آموزشی، ابزار فناورانه، اراده، تجربه و نوآوری مدرسان در پذیرش و بکارگیری فناوری طراحی شده‌است. الگویی بسط‌ یافته، با عنوان WESTINN ، با استناد به مطالعات پیشین (الگوی WST نزک و کریستنسن، 2008، و الگوی WEST فارجون و همکاران، 2018) ارائه و مورد ارزیابی قرارگرفت. پرسش‌های پژوهش به شرح زیر می‌باشند: مدرسان زبان، اراده، تجربه، مهارت‌، ابزارهای فناورانه و نوآوری‌های خود را چگونه ارزیابی می‌کنند؟ آیا الگوی پیشنهادی دربرگیرنده بکارگیری نوآورانه فناوری توسط مدرسان زبان می‌باشد؟ داده‌های پژوهش از 115 مدرس زبان در هند، از طریق پرسشنامه‌ای شامل 48 گویه جمع آوری، و بااستفاده از نرم‌افزار IBMSPSS v26 مورد تحلیل قرارگرفت. نتایج بیانگر آن بود که مدرسان نگرش مثبتی نسبت به پذیرش و اجرای فناوری‌های نوآورانه در کلاس دارند. بعلاوه، تحلیل همبستگی و رگرسیون بیانگر آن بود که الگوی WESTINN، الگویی قوی برای ارزیابی نگرش مدرسان نسبت به پذیرش و بکارگیری نوآوری‌های فناورانه و آموزشی می‌باشد. بدین‌سان، ابزارهای فناورانه و اراده در مرحله اول، و سپس مهارت و نوآوری در استفاده از فناوری بعنوان شاخص‌ترین مولفه‌ها شناخته شدند و تجربه نقش معناداری در پذیرش و بکارگیری فناوری ایفا نکرد. یافته‌های این پژوهش را می توان برای ارزیابی نگرش‎ مدرسان پیرامون بکارگیری فناوری‌های نوین در کلاس‌های زبان مورد استفاده قرارداد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Language Instructors’ Attitudes towards Innovative Implementations of Technology: A Case Study from India

نویسندگان [English]

  • Irum Alvi 1
  • Soodeh Eghtesad 2
1 Department of Humanities, English and Applied Sciences Rajasthan Technical University, Kota, Rajasthan, India.
2 Department of French Language and Literature Faculty of Foreign Languages and Literatures University of Tehran, Tehran, Iran
چکیده [English]

The use of technology in language teaching and learning has become ubiquitous,, but its widespread use does not mean that instructors incorporate it in classrooms efficaciously. This study focuses on language instructors’ attitudes towards innovation in technology integration in English language classes. A research gap was identified, as no study has focused on language instructors’ Technological and Pedagogical Skills, Will, Tools, Experience, and Innovativeness with regards to technological acceptance and implementation to the best of the authors’ information. To bridge the gap, the study proposed an extended model, called 'WESTINN’, based on prior studies (WST by Knezek & Christensen, 2008; Knezek & Christensen, 2016; WEST by Farjon et al., 2018). The research questions addressed in this study were: “How do the language instructors evaluate their Will, Experiences, Skills, Technological tools, and Innovativeness? ”, “Does the proposed model 'WESTINN' elucidate innovative technology implementation by language instructors in India?” The data were collected from 115 language instructors in India through questionnaires, and analyzed using IBM SPSS, v26. Results revealed that participants exhibited an overall positive opinion regarding innovative implementations of technology in classroom. Additionally, correlation and regression analysis illustrated that WESTINN was a robust model for measuring language instructors’ attitude towards Technological and Pedagogical innovativeness acceptance and implementation; Tool and Will were the strongest factors, trailed by Skills and Innovativeness, while Experience was insignificant based on empirical findings. Results could be used for assessing instructors’ attitudes regarding their implementation of innovative technologies in language classrooms.

کلیدواژه‌ها [English]

  • Technological Acceptance and Implementation
  • Pedagogical Models
  • Educational Technology
  • Language Teaching
  • Innovativeness
  • English Language
  • India

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 14، شماره 3
آبان 1403
صفحه 507-524

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