دیدگاه‌های دانشجویان رشته زبان انگلیسی در مورد کارآمدی تجربه مشترک در ساخت فیلم های کوتاه آموزشی برای درس مکالمه

نوع مقاله : علمی پژوهشی(عادی)

نویسنده

گروه آموزش زبان انگلیسی دانشگاه آزاد اسلامی واحد اسلامشهر، تهران، ‌ایران

چکیده

در سال‌های اخیر آموزش درس مکالمه زبان انگلیسی با چالش‌هایی برای جایگزینی روش‌های سنتی و معلم‌محور با روش‌های جدید و دانشجو‌محور مواجه بوده است. پژوهش حاضر با به‌کارگیری آموزش زبان به روش پروژه‌محور (Project-based Language Learning) در درس مکالمه زبان انگلیسی یکی از دانشگاه‌های تهران در طول یک ترم تحصیلی، نظرات دانشجویان در مورد اجرایی بودن، اثربخشی، مزایا و معایب ساخت فیلم های کوتاه به‌صورت گروهی به زبان انگلیسی را مورد بررسی قرار داد. به همین منظور در انتهای ترم نظرات دانشجویان در دو گروه ده نفره از طریق مصاحبه گروهی نیمه‌ساختاریافته جمع‌آوری و به روش استقرایی مورد تجزیه‌وتحلیل قرار گرفت. یافته‌های پژوهش نشان داد که همه شرکت‌کنندگان در مجموع نظر مثبتی نسبت به به‌کارگیری این روش در کلاس درس خود داشتند و معتقد بودند که این روش نوآورانه و ابتکاری مهارت مکالمه صحیح و روان انگلیسی و مهارت‌های دیگر همچون روابط اجتماعی، خوداتکایی، برنامه‌ریزی، سازماندهی، مدیریت زمان، توانایی مشارکت در کار گروهی، خلاقیت و تخیل و حس انتقاد کردن و شنیدن انتقاد را در محیطی دوستانه، هیجان‌انگیز و حمایتی در آنها تقویت نموده است. براساس یافته‌ها می‌توان نتیجه‌گیری کرد که با توجه به نظرات مثبت زبان‌آموزان به اجرای آموزش زبان به روش پروژه‌محور، مدرسان زبان انگلیسی می‌توانند از آن به‌عنوان روش آموزشی جایگزین یا مکمل روش‌های کنونی معلم‌محور تدریس مکالمه در کلاس‌های خود استفاده نمایند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

EFL university students’ reflections on their joint experience of creating video clips in an oral communication course

نویسنده [English]

  • Alireza Memari Hanjani
Department of TESOL College of Humanities, Islamshahr Branch Islamic Azad University, Islamshahr,, Tehran, Iran
چکیده [English]

During recent years, EFL oral communication instruction is faced with challenges to reconsider replacing traditional and teacher-centered approaches by authentic and student-directed learning methods. The present study incorporated project-based language learning methodology in an EFL communication course in an Iranian university during one semester and elicited students’ perceptions regarding its practicality, efficiency, advantages, and disadvantages at the end of the course. To serve that end, 20 students who had enrolled in the course and collaboratively created the video clip projects during the term were invited to participate in two separate but identical semi-structured focus group interviews at the end of the course and the interview data were analyzed inductively to evaluate the efficiency of the projects from student perspectives. Overall, the findings indicated that the approach was welcomed by the learners, who expressed favorable attitudes towards incorporation of this innovative instructional method into the course as it improved their communication skill as well as other skills such as interpersonal, autonomy, planning, organization, time management, team working, creativity, imagination, and giving and taking criticism skills in a supportive, friendly, and exciting environment. Drawing on the positive views expressed by the participants, it can be concluded that L2 practitioners should regard this approach as a viable alternative or a complement to the teacher-centered methods currently performed in EFL oral communication courses.

کلیدواژه‌ها [English]

  • Project-based Language Learning
  • EFL Oral Communication
  • L2 learners&rsquo
  • Reflections
  • Language Learning Skills
  • Social Constructivist Learning Theory

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 13، شماره 4
دی 1402
صفحه 651-667

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