Document Type : scientific-research
Authors
1 Associate professor of Shahid Rajaee Teacher Training University (SRTTU), Tehran, Iran
2 M.A. English Department, Shahid Rajaee Teacher Training University (SRTTU), Tehran, Iran
3 . Researcher. Department of Computer Engineering, Iran University of Science and Technology (IUST), Tehran, Iran
Abstract
The current study explored the effects of a personalized reading software program designed based on language learners’ learning style on the development of their reading comprehension. Forty Iranian K-9 students were selected through convenience sampling and were assigned into control (n=20) and experimental (n=20) groups. Both groups’ entry level of English reading proficiency was assessed by reading paper of Cambridge A2 Key exam. Reading was taught to both groups for 10 sessions using a researcher-developed software program. The experimental group used the reading software designed based on users’ cognitive profile (visual, auditory and kinesthetic) with customized instructional scenarios. The control group used a version of the same software that did not include any user-tailored teaching materials. Both groups took part in reading paper of A2 Key again at the end of the experiment. The data were analyzed using One-way Analysis of Covariance (ANCOVA). The results revealed a significant difference between participants’ reading comprehension at the end of the experiment in favor of the experimental group. The finding highlighted the role of learners’ diversity in the success of computer-assisted learning environments, and has certain implications for software developers and language pedagogues.
Keywords
Article Title [Persian]
تاثیر نرم افزار شخصی سازی شده خواندن بر تقویت مهارت خواندن و درک مطلب زبان آموزان
Authors [Persian]
- مهرک رحیمی 1
- غزال بیضوی 2
- فاطمه صفری 3
1 گروه زبان انگلیسی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی
2 گروه زبان انگلیسی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی
3 دانشکده مهندسی کامپیوتر، دانشگاه علم و صنعت ایران
Abstract [Persian]
مطالعه حاضر به بررسی تاثیر نرم افزار خواندن شخصی سازی شده بر اساس سبک شناختی زبان آموزان بر تقویت خواندن و درک مطلب آنان می پردازد. 40 دانش آموز ایرانی سال نهم مقطع متوسطه اول به روش نمونه گیری در دسترس انتخاب و در دو گروه کنترل (20 نفر) و آزمایش (20 نفر) قرار گرفتند. سطح ورودی مهارت خواندن انگلیسی هر دو گروه با آزمون پایه کمبریج A2 Key ارزیابی شد. خواندن و درک مطلب به مدت 10 جلسه با استفاده از یک نرم افزار محقق-ساخت به هر دو گروه آموزش داده شد. گروه آزمایش از نرم افزار خواندن طراحی شده بر اساس مشخصات شناختی کاربران (بصری، شنیداری و حرکتی) با سناریوهای آموزشی سفارشی استفاده کردند. گروه کنترل از نسخه‌ای از همان نرم‌افزار استفاده کردند که شامل هیچ گونه مواد آموزشی شخصی سازی شده متناسب با تفاوت های کاربران نبود. هر دو گروه در پایان آزمایش مجدداً در آزمون خواندن A2 Key شرکت کردند. داده ها با استفاده از روش تحلیل کوواریانس یک طرفه (ANCOVA) مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که در پایان آزمایش بین درک مطلب دو گروه، به نفع گروه آزمایش، تفاوت معناداری وجود دارد. این یافته بر نقش تنوع زبان آموزان در موفقیت محیط های یادگیری به کمک رایانه صحه گذاشته و کاربردهای ویژه ای برای توسعه دهندگان نرم افزارهای آموزشی و مدرسان زبان دارد.
Keywords [Persian]
- نرم افزارشخصی سازی شده
- زبان
- فراگیران
- خواندن و درک مطلب
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