تاثیر آموزش مبتنی بر محیط واقعیت مجازی و واقعیت افزوده بر یادداری دریافتی و تولیدی واژگان زبان انگلیسی در میان دانش‌آموزان مقطع دبیرستان

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

گروه زبان و ادبیات انگلیسی، دانشگاه مراغه،مراغه،ایران

چکیده

استفاده مطلوب و هدفمند از فناوری می تواند نقش به سزایی در بهبود کیفیت آموزش زبان انگلیسی داشته باشد. در این پژوهش، ضمن بررسی تأثیر واقعیت مجازی و واقعیت افزوده در یادداری واژگان انگلیسی در دو سطح درک و تولید، نظرات و رویکرد دانش‌آموزان ایرانی نیز در خصوص استفاده از این دو بستر آموزشی مورد مطالعه قرار گرفته است. برای این منظور، نمونه‌ای از 48 دانش‌آموز پسر ایرانی از یک دبیرستان در آذربایجان شرقی انتخاب و به سه گروه شامل دو گروه آزمایش و یک گروه کنترل تقسیم شدند. هر گروه آزمایش بر اساس محتوای خاصی که توسط پژوهشگران طراحی و تدوین شده بود، آموزش داده شدند و گروه گواه بر اساس چارچوب رایج و متداول مدارس آموزش دید. پس از هشت جلسه آموزشی، دو پس‌آزمون، یکی در قالب پرسش‌های چندگزینه‌ای و دیگری در قالب تکمیل عبارات ناقص، برای ارزیابی یادداری دریافتی و تولیدی واژگان اجرا شد. برای تجزیه و تحلیل داده‌های حاصل از پس‌آزمون‌ها، تجزیه و تحلیل یک طرفه واریانس، و برای تحلیل داده‌های مصاحبه، تحلیل محتوای مضمونی به‌کار گرفته شد. نتایج تحلیل داده‌های کمی نشان داد که تاثیر واقعیت مجازی و واقعیت افزوده از نظر آماری بر یادداری دریافتی واژگان معنی‌دار است. با این حال، در یادداری تولیدی واژگان، این تاثیر مثبت صرفا برای واقعیت افزوده مشاهده شد. تحلیل داده‌های مصاحبه در دو مقوله عمده مزایا و چالش‌های استفاده از این دو بستر آموزشی مورد بحث قرار می‌گیرد. یافته‌های پژوهش حاضر می‌تواند برای معلمان، طراحان برنامه درسی و تهیه کنندگان مطالب درسی مفید باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The effect of virtual reality (VR)- and augmented reality (AR)-based language instruction on high school EFL learners’ receptive and productive English vocabulary recall

نویسندگان [English]

  • Amir Soleimani
  • Farhad Mazlum
  • Mostafa Janebi Enayat
Department of English, Applied Linguistics, University of Maragheh, Maragheh, Iran,
چکیده [English]

Technology-assisted education is becoming increasingly popular due to its contribution to more efficient learning. As regards foreign language education, the use of new technologies to help language learners has attracted great interest from researchers and classroom teachers. Two such technologies are Virtual Reality and Augmented Reality. The current study aims at investigating the effects of using Virtual and Augmented Reality on Iranian English learners’ vocabulary recall followed by an examination of learners’ views concerning the new experience. To this end, 48 high school students in East Azerbaijan were divided to two experimental (Virtual and Augmented) groups and a control group. After an eight-week treatment program, two posttests with multiple choice and completion tasks were given to measure students’ receptive and productive vocabulary recall. ANOVA and thematic content analysis were used to analyze quantitative and qualitative data respectively. Results suggested that Virtual Reality and Augmented Reality have statistically significant effects on students’ receptive vocabulary recall; for productive vocabulary recall, such positive effects were observed with Augmented Reality group only. Students’ lived experiences of the new program were categorized under four major opportunities and one challenge. Findings are used to argue for integration of technological tools and language education followed by a discussion of the implications of the study for teachers, material and curricula designers.

کلیدواژه‌ها [English]

  • Virtual reality
  • Augmented reality
  • Receptive recall
  • Productive recall
  • Iranian EFL learners

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 14، شماره 1
خرداد 1403
صفحه 15-32

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