Heidari, Zeynab, Tabatabaee Lotfi, Seyed Abdolmajid, Sarkeshikian, Amir. (1402). The Effect of Mnemonic Technique and Digital Game-Based Task on Teaching Vocabulary to Iranian EFL Students through Distance Education. فصلنامه علمی زیست فناوری گیاهان زراعی, 5(1), 85-99. doi: 10.30473/idej.2023.67352.1148
Zeynab Heidari; Seyed Abdolmajid Tabatabaee Lotfi; Amir Sarkeshikian. "The Effect of Mnemonic Technique and Digital Game-Based Task on Teaching Vocabulary to Iranian EFL Students through Distance Education". فصلنامه علمی زیست فناوری گیاهان زراعی, 5, 1, 1402, 85-99. doi: 10.30473/idej.2023.67352.1148
Heidari, Zeynab, Tabatabaee Lotfi, Seyed Abdolmajid, Sarkeshikian, Amir. (1402). 'The Effect of Mnemonic Technique and Digital Game-Based Task on Teaching Vocabulary to Iranian EFL Students through Distance Education', فصلنامه علمی زیست فناوری گیاهان زراعی, 5(1), pp. 85-99. doi: 10.30473/idej.2023.67352.1148
Heidari, Zeynab, Tabatabaee Lotfi, Seyed Abdolmajid, Sarkeshikian, Amir. The Effect of Mnemonic Technique and Digital Game-Based Task on Teaching Vocabulary to Iranian EFL Students through Distance Education. فصلنامه علمی زیست فناوری گیاهان زراعی, 1402; 5(1): 85-99. doi: 10.30473/idej.2023.67352.1148
1English Language Department, Qom Branch, Islamic Azad University, Qom, Iran
2English Language Faculty, Qom Branch Islamic Azad University, Qom, Iran
3Department of English, Qom Branch, Islamic Azad University, Qom, Iran
چکیده
The purpose of this study was to provide additional research to investigate the effects of mnemonic techniques and digital game-based task on teaching vocabulary to Iranian EFL students through distance education. To that end, a quasi-experimental research method with a pretest posttest non-equivalent control group design was used . The participants of the study were 75 pre-intermediate EFL learners and were chosen from among female learners. After homogenizing the participants through the Oxford Placement Test (OPT), the vocabulary knowledge test (VKS), developed by Wesche and Paribakht (1996), was used as the pretest and the posttest. For measuring the reliability of the test, it was piloted with thirty students who were similar to main sample of the study, which was found to be acceptable in terms of Cronbach’s alpha. The only difference between the pretest and posttest was the order of the items to diminish the practice effect. Then the participants were randomly divided into three equal groups of 25 (two experimental groups and one control group). During a 30-day teaching period, students in the experimental groups were taught English vocabulary using mnemonic and digital game while students in the control group were taught lessons using the traditional methods. After 7 sessions, a posttest of vocabulary was administered. Results of data analysis showed that mnemonic and digital game-based task techniques had a significant effect on teaching vocabulary to Iranian EFL students through distance education. However, no statistically significant difference was found between the effects of the two techniques. The findings of this research may have implications for EFL learners, teachers and curriculum designers.
تأثیر تکنیک مبتنی بر حافظه و بازی دیجیتال بر آموزش واژگان بر آموزش واژگان به دانشجویان ایرانی زبان انگلیسی از طریق آموزش از راه دور
نویسندگان [English]
سید عبدالمجید طباطبایی لطفی2؛
چکیده [English]
هدف از این مطالعه ارائه تحقیقات تکمیلی برای بررسی تأثیر تکنیک‌های مبتنی بر حافظه و بازی دیجیتال بر آموزش واژگان به دانشجویان ایرانی زبان انگلیسی از طریق آموزش از راه دور بود. شرکت کنندگان در این مطالعه 75 زبان آموز زبان انگلیسی پیش از متوسط بودند و از بین زبان آموزان زن انتخاب شدند. پس از همگن سازی شرکت کنندگان از طریق آزمون تعیین سطح آکسفورد، پیش آزمون واژگان اجرا شد. سپس شرکت کنندگان به طور تصادفی به سه گروه مساوی 25 نفری (دو گروه آزمایش و یک گروه کنترل) تقسیم شدند. در یک دوره آموزشی 30 روزه، به دانش‌آموزان گروه‌های آزمایشی واژگان انگلیسی با استفاده از بازی‌های یادمانی و دیجیتالی و به دانش‌آموزان گروه گواه با روش‌های سنتی آموزش داده شد. پس از 7 جلسه، پس آزمون واژگان اجرا شد. نتایج تجزیه و تحلیل داده‌ها نشان داد که تکنیک‌های تکلیف مبتنی بر بازی‌های یادمانی و دیجیتالی تأثیر معناداری بر آموزش واژگان به دانشجویان ایرانی زبان انگلیسی از طریق آموزش از راه دور داشتند. با این حال، هیچ تفاوت آماری معنی داری بین اثرات دو تکنیک یافت نشد. یافته های این تحقیق میتوتاند در رابطه با آموزش واژگان برای زبان آموزان زبان انگلیسی، معلمان و طراحان برنامه درسی مورد استفاده قرار گیرد.
کلیدواژه‌ها [English]
بازی دیجیتال, آموزش از راه دور, یادگیری, یادگاری, واژگان
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