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

مراجع

خیرآبادی، رضا و علوی مقدم، سید بهنام (۱۳۹۸). فرصت‌ها و چالش‌های فراروی آموزش زبان انگلیسی در نظام آموزشی رسمی ایران. پژوهشهای زبانشناخی در زبان‌های خارجی. ۹ (۱)، ۷۰-۵۳.
Alfred, M. V. (2002). The promise of sociocultural theory in democratizing adult education. New Directions for Adult and Continuing Education, 96, 3-13. https://doi.org/10.1002/ace.74.
Aliakbari, M., & Jamalvandi, B. (2010). The impact of 'Role Play' on fostering EFL learners' speaking ability: A task-based approach. Pan-Pacific Association of Applied Linguistics, 14(1), 15-29.
          file:///C:/Users/PIXEL/Downloads/EJ920501.pdf
Allen, L. (2004). Implementing a culture portfolio project within a constructivist paradigm. Foreign Language Annals, 37, 232-239. https://doi.org/10.1111/j.1944-9720.2004.tb02196.x.
Al-Jamal, D. A., & Al-Jamal, J. A. (2014). An Investigation of the Difficulties Faced by EFL Undergraduates in Speaking Skills. English Language Teaching, 7(1), 19-27. https://doi.org/10.5539/elt.v7n1p19.
Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement, Innovation in Language Learning and Teaching, 13(2), 147-161. https://doi.org/10.1080/17501229.2017.1394307.
Arabloo, P., Hemmati, F., Rouhi, A., Khodabandeh, F. (2021). The Effect of Technology-aided Project-based Learning on EFL Learners' Language Proficiency and Self-Regulation. Foreign Language Research Journal, 11 (2), 121-143. https://doi:10.22059/jflr.2021.316780.798
Aubrey, S. (2022). Enhancing long-term learner engagement through project-based learning, ELT Journal, 76(4), 441 – 451. https://doi.org/10.1093/elt/ccab032.
Beckett, G. H. (2005). Academic language and literacy socialization through project-based instruction: ESL student perspectives and issues. Journal of Asian Pacific Communication, 15(1), 191-206.
          http://doi.org/10.1075/ japc.15.1.12bec.
Beckett, G. H. (2002). Teacher and student evaluations of project-based instruction. TESL Canada Journal, 19(2), 52-66. https://doi.org/10.18806/tesl.v19i2.929.
Beckett, G. H., & Slater, T. (2005). The Project Framework: a tool for language, content, and skills integration. ELT Journal, 59(2), 108-116. https://doi.org/10.1093/eltj/cci024.
Beckett, G.H., & Slater, T. (2018). Technology-integrated project-based language learning. In Chapelle, C.A. (Ed.), The encyclopedia of applied linguistics. Chichester: Wiley Online Library, (pp. 1-8).
          https://doi.org/10.1002/9781405198431.wbeal1487.
Choomthong, D. (2014). Preparing Thai students’ English for the ASEAN economic community: Some pedagogical implications and trends. Language Education and Acquisition Research Network (LEARN) Journal, 7 (1), 45-57. https://so04.tci-thaijo.org/index.php/LEARN/article/view/102706
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). London: Routledge.
Corden, R.E. (2001). Group discussion and the importance of a shared perspective: Learning from collaborative research. Qualitative Research, 1(3), 347-367. https://doi.org/10.1177%2F146879410100100305
Dooly, M. (2013). Promoting competency-based language teaching through project-based language learning. In M. L. Pérez-Cañado (Ed.), Competency-based language teaching in higher education (pp. 77-91). London, UK: Springer. http://doi.org/10.1007/978-94-007-5386-0_5.
Dooly, M., & Sadler, R. (2016). Becoming little scientists: Technologically-enhanced project-based language learning. Language Learning & Technology, 20(1), 54–78.
          http://llt.msu.edu/issues/february2016/doolysadler.pdf
Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching Motivation (2nd ed.). Great Britain: Pearson Education Limited.
Farouck, I. (2016). A project-based language learning model for improving the willingness to communicate of EFL students. Systemics, Cybernetics and Informatics, 14(2), 11–18.
          https://www.iiisci.org/journal/pdv/sci/pdfs/EB193TO16.pdf
Foss, P., Carney, N., McDonald, K., & Rooks, M. (2007). Project-based learning activities for short-term intensive English programs. Asian EFL Journal, 23, 1-19.
Fried-Booth, D.L. (2002). Project work. Oxford: Oxford University Press.
Gan, Z. (2013). Understanding English speaking difficulties: An investigation of two Chinese populations. Journal of Multilingual and Multicultural Development, 34, 231-248.
          https://doi.org/10.1080/01434632.2013.768622
Given, L. M. (2008). The Sage encyclopedia of qualitative research methods. Los Angeles, California: Sage Publications.
Grant, M. M. (2011). Learning, beliefs, and products: Students’ perspectives with project-based learning. Interdisciplinary Journal of Problem-Based Learning, 5(2), 37-69. http:// doi.org/10.7771/1541-5015.1254.
Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases, and recommendations. Meridian: A Middle School Computer Technologies Journal, 5(1), 1-17.
          file:///C:/Users/PIXEL/Downloads/Getting_a_grip_on_projectbased_learning_Theory_ca.pdf
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. 
          http://doi:10.1016/j.ijer.2020.101586
Griffee, D. T. (2012). An introduction to second language research methods: Design and data. Berkeley, California: TESL-EJ Publications. https://www.tesl-ej.org/books/SLRM-2E.pdf
Hedge, T (2004). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
Hong, B. T. M. (2006). Teaching speaking skills at a Vietnamese university and recommendations for using CMC. Asian EFL Journal, 14(2). https://www.asian-efl-journal.com/monthly-editions-new/teaching-speaking-skills-at-a-vietnamese-university-and-recommendations-for-using-cmc/
House, J. (2012). Teaching oral skills in English as a lingua franca. In L. Alsagoff, S.L. Mackay, G. Hu, & W.A. Renandya (Eds.), Principles and Practices for Teaching English as an International Language. Routledge. (pp. 186-205). https://doi.org/10.4324/9780203819159.
Jamshidnejad, A. (2010). The Construction of oral problems in an EFL context: An innovative approach. Studies in Language and Literature, 1(6), 8-22.
          http://www.flrjournal.org/index.php/sll/article/viewFile/j.sll.1923156320100106.002/1455
Jamshidnejad, A. (2020). The construction of problems in L2 oral communication. In A. Jamshidnejad (Ed.), Speaking English as a second language: Learners’ problems and coping strategies (pp. 165-226). Palgrave.  
Kapp, E. (2010). Improving student teamwork in a collaborative project-based course, College Teaching, 57(3), 139-143.    https://doi.org/10.3200/CTCH.57.3.139-143.
Kato, F., Spring, R., & Mori, C. (2020). Incorporating project-based language learning into distance learning: Creating a homepage during computer-mediated learning sessions. Language Teaching Research, 0(0). http://doi:10.1177/1362168820954454.
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The Internet TESL Journal, 11(12), 1-6. http://iteslj.org/Articles/Kayi-Teaching Speaking.html
Kobayashi, M. (2006). Second language socialization through an oral project presentation: Japanese university students’ experience. In G.H. Beckett & P.C. Miller (Eds.), Project-Based Second and Foreign Language Education: Past, Present and Future (pp.71–94). Information Age Publishing.
Kroeker, R. H. (2009). The reality of English conversation classes: A study in a South Korean university. (Unpublished Doctoral thesis), University of Birmingham, United Kingdom.
Lam, N. T. V. (2011). Project-based learning in teaching English as a foreign language. VNU Journal of Foreign Studies, 27(2), 140-146. https://js.vnu.edu.vn/FS/article/view/1476
Lantolf, J. P. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1-26). Oxford: Oxford University Press.
Lantolf, J. P. (2006). Sociocultural theory and L2: State of the art. Studies in Second Language Acquisition, 28(1), 67-109. https://doi.org/10.1017/S0272263106060037.
Lantolf, J. P., & Thorne, S. L. (2007). Sociocultural Theory and Second Language Learning. In. B. van Patten & J. Williams (Eds.), Theories in Second Language Acquisition (pp. 201-224). Mahwah, NJ: Lawrence Erlbaum.
Lee, I. (2002). Project work made easy in the English classroom. Canadian Modern Language Review, 59, 282-290. https://doi.org/10.3138/cmlr.59.2.282.
Liu, X. (2016). Motivation management of project-based learning for business English adult learners. International Journal of Higher Education, 5(3), 137-145. https://doi.org/10.5430/ijhe.v5n3p137
Lou, Y., & Kim MacGregor, S. (2004). Enhancing project based learning through online between-group collaboration. Educational Research and Evaluation, 10(4-6), 419-440.
          https://doi.org/10.1080/13803610512331383509.
Miller, L., & Hafner, C.A. (2014). Taking control: A digital video project for English for science students. In D. Nunan & J.C. Richards (Eds.), Language learning beyond the classroom. (pp. 212–222). Routledge.
Mousa, F., Mufti, N., Abdul Latif, R., & Muhammad Amin, M. (2011). Project-based learning: Promoting meaningful language learning for workplace skills. Procedia Social and Behavioral Sciences, 18, 187–195. https://doi.org/10.1016/j.sbspro.2011.05.027.
Neo, M., & Neo, T.K. (2009). Engaging students in multimedia-mediated constructivist learning—Students’ perceptions. Educational Technology & Society, 12(2), 254-66.
          http://www.jstor.org/stable/jeductechsoci.12.2.254
Nystrand, M. (1996). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.
Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345–375. https://doi.org/10.1146/annurev.psych.49.1.345
Poonpon, K. (2011). Enhancing English skills through project based learning. The English Teacher, 40, 1-10.
          file:///C:/Users/PIXEL/Downloads/1_10_Kornwipa_2011.pdf
Railsback, J. (2002). Project-based instruction: creating excitement for learning. Portland: Northwest Regional Educational Laboratory.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching. Cambridge: Cambridge University Press.
Sadeghi, K., & Richards, J.C. (2015). Teaching spoken English in Iran’s private language schools: issues and options. English Teaching: Practice & Critique, 14(2), 210-234. http://dx.doi.org/10.1108/ETPC-03-2015-0019
Safari Maghaddam, M., & Ghafournia, N. (2019). Elaboration on foreign language anxiety in L2 speaking: a study of Iranian EFL learners. International Journal of Foreign Language Teaching & Research, 7(26), 137-156.    https://journals.iau.ir/article_625739.html?lang=en
Simpson, J. (2011). Integrating project-based learning in an English language tourism classroom in a Thai university. Doctoral Dissertation, Australian Catholic University.
Spring, R. (2020a). Can video-creation project work affect students’ oral proficiency? An analysis of fluency, complexity and accuracy. TESL-EJ, 24(2), 1-17. https://tohoku.pure.elsevier.com/en/publications/can-video-creation-project-work-affect-students-oral-proficiency-
Spring, R. (2020b). Maximizing the benefits of video-creation PBLL in the EFL classroom: A preliminary analysis of factors associated with improvement in oral proficiency. STEM Journal, 21(4), 107-126.
          http://doi.org/10.16875/stem.2020.21.4.107.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research (2nd ed.). Newbury Park, CA: Sage.
Talandis Jr, G., & Stout, M. (2015). Getting EFL students to speak: An action research approach. ELT Journal, 69(1), 11-25. https://doi.org/10.1093/elt/ccu037
Talley, P. C., & Hui-Ling, T. (2014). Implicit and Explicit Teaching of English Speaking in the EFL Classroom. International Journal of Humanities and Social Science, 4(4), 38-46.
          https://ijhssnet.com/journals/Vol_4_No_6_April_2014/4.pdf
Tamim, S. R., & Grant, M. M. (2013). Definitions and Uses: Case Study of Teachers Implementing Project-based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2).
          https://doi.org/10.7771/1541-5015.1323
Torres, A.M.V., & Rodriguez, L.F.G. (2017). Increasing EFL learners’ oral production at a public school through project-based learning. Profiles: Issues in Teachers’ Professional Development, 19(2), 57–71.
          https://doi.org/10.15446/profile.v19n2.59889
Wachob, P. (2006). Methods and materials for motivation and learner autonomy. Reflections on English Language Teaching, 5(1), 93-122.
          http://relectionandpractice.pbworks.com/f/LEARNER%20AUTONOMY.pdf
Wu, S., & Meng, L. (2010). The integration of inter-culture education into intensive reading teaching for English majors through project-based learning. US-China Foreign Language, 8(9), 26–37. https://doi:10.17265/1539-8080/2010.09.004.
Yen, Y., Hou, H., & Chang, K. E. (2013). Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: a case study in Taiwan, Computer Assisted Language Learning, 383-406. https://doi.org/10.1080/09588221.2013.839568
Zhou, N. (2015). Oral participation in EFL classroom: Perspectives from the administrator, teachers and learners at a Chinese university. System, 53, 35-46. https://doi.org/10.1016/j.system.2015.06.007.
پژوهشهای زبانشناختی در زبانهای خارجی
دوره 13، شماره 4
بهمن 1402
صفحه 651-667

فایل ها

هم رسانی

ارجاع به این مقاله

آمار