تعداد نشریات | 41 |
تعداد شمارهها | 1,121 |
تعداد مقالات | 9,573 |
تعداد مشاهده مقاله | 17,366,886 |
تعداد دریافت فایل اصل مقاله | 12,117,810 |
Investigate the Impact of Educational Multimedia on English Vocabulary Learning | ||
Quarterly of Iranian Distance Education Journal | ||
مقاله 5، دوره 1، شماره 3، فروردین 2019، صفحه 49-58 اصل مقاله (444.38 K) | ||
نوع مقاله: scientific-research | ||
نویسندگان | ||
Suzan Arezi* 1؛ Bahman SaeidiPour2؛ Mohammad Reza Sarmadi3؛ Bahman Zandi4 | ||
1Instructor of Payam Noor Department of Educational Sciences | ||
2Associate Professor Payam Noor Department of Educational Sciences | ||
3Professor of the Department of Educational Sciences at Payam Noor University | ||
4professor of linguistics of Payam Noor department | ||
چکیده | ||
Learning of students. This study, in terms of purpose, applied, and in the manner and method of implementation, is an integral part of empirical studies. In this research, a four-group Solomon design with pre-test and post-test, and control group were used. The statistical population consisted of all undergraduate students at Kermanshah Payam Noor University, who had specialized language lessons during the semester. Among them, 60 people were selected as the statistical sample using available sampling. To test the students' learning, a researcher-made test was used. The validity of the test using the Kooder Richardson method was 82. announced. SPSS software was used to perform statistical calculations, and multivariate analysis of variance analysis was used to investigate the hypotheses of the research. The results of the data analysis showed that there is a significant difference between the mean scores of the experimental and control groups in the visual, written, audio, and oral components, but the effect of the pre-test, as well as the interaction of pretest and group is not meaningful. The results also showed that the participation of learners in training exercises, while paved the way for activating knowledge of learners' resources, helps them to associate past and future. These findings ultimately confirm the impact of multimedia education on the level of learning the student's English language vocabulary, and can be used in conjunction with other intervening methods. | ||
کلیدواژهها | ||
Educational؛ Multimedia؛ English Vocabulary؛ Learning | ||
عنوان مقاله [English] | ||
بررسی تاثیر چندرسانه ای آموزشی در یادگیری واژگان انگلیسی | ||
نویسندگان [English] | ||
سوسن عارضی1؛ بهمن سعیدپور2؛ محمدرضا سرمدی3؛ بهمن زندی4 | ||
1مربی گروه علوم تربیتی پیام نور | ||
2دانشیار گروه علوم تربیتی پیام نور | ||
3استاد گروه علوم تربیتی دانشگاه پیام نور | ||
4استاد گروه زبانشناسی پیام نور | ||
چکیده [English] | ||
مطالعه حاضر با هدف بررسی تاثیر چندرسانه ای آموزشی بر میزان یادگیری واژگان زبان انگلیسی دانشجویان انجام شد. این مطالعه از نظر هدف کاربردی و در شیوه و روش اجرا جزء مطالعات تجربی است. در این پژوهش از طرح چهارگروهی سولومون با پیش آزمون و پس آزمون و گروه کنترل استفاده شد. جامعه آماری شامل کلیه دانشجویان مقطع کارشناسی دانشگاه پیام نورکرمانشاه بودکه درس زبان تخصصی را در طی ترم تحصیلی داشتند. از بین آن ها با استفاده از نمونه گیری در دسترس 60 نفر به عنوان نمونه آماری انتخاب شدند. جهت سنجش میزان یادگیری دانشجویان از آزمون محقق ساخته استفاده شدکه اعتبار آزمون با استفاده از روش کودر ریچاردسون معادل82./. اعلام شد. برای انجام محاسبات آماری از نرم افزار spss و برای بررسی فرضیه ها ی پژوهش از آزمون تحلیل واریانس چندمتغیره استفاده شد. نتایج حاصل از تجزیه و تحلیل داده ها نشان داد بین میانگین نمرات گروه های آزمایش وکنترل، در مولفه های دیداری، نوشتاری، شنیداری وگفتاری تفاوت معنی داری وجود دارد اما اثر پیش آزمون و همچنین تعامل پیش آزمون و گروه معنی دار نمی باشد. همچنین نتایج نشان دادکه مشارکت فراگیران در تمرین های آموزشی، ضمن هموار کردن راه در فعال کردن دانش اندوخته فراگیران، به آنان در تداعی گذشته و آینده کمک می کند. این یافته ها در نهایت تاثیر چند رسانه ای آموزشی را بر میزان یادگیری واژگان زبان انگلیسی دانشجویان تایید می کند و می تواند درکنار سایر روش های مداخله ای به کار گرفته شود. | ||
کلیدواژهها [English] | ||
آموزش, چندرسانه ای, واژگان انگلیسی, یادگیری | ||
مراجع | ||
[1] Beiramipoor, Ali; Liqatdar, Mohammad Javad, Sharif, Seyed Mostafa. (2008). Assessing the Efficiency of Teaching-Learning Processes, and Assessing English Curriculum, Secondary School in Shiraz. Quarterly Journal of Educational Thoughts, Volume 4, Issue 4, 94-73.
[2]Moreno R, Mayer RE. (2002) Verbal redundancy in multimedia learning: when reading helps listening. Journal of Educational psychology, 94(1):156-163.
[3]Ma, Q. & Kelly, P. (2006). Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning, 19(1), 15–45.
[4]Coady, J. & Huckin, T. (1997). Second-language vocabulary acquisition: A rationale for pedagogy. Cambridge:Cambridge University Press.
[5]Elliot, S. (2010). Multimedia in Schools: A study of web-based animation effectiveness. Retrieved from http://center.uoregon.edu.
[6]Khazaei, Saeed; Vahid Dastjerdi, Hosein and talebi Nejad, Mohammad Reza. (2011). The role of mobile communication technology in teaching and learning the vocabulary of English. Technology and Education, 6 (2), 135-142.
[7]Ghorbandardinejad,Farhad. (2014). Investigating the role of the use of the word-awareness awareness strategy in learning English vocabulary. Quarterly Journal of Educational Innovations; 13 (3), 7-22.
[8]Tokaç, A. (2005). A comparison of computer-assisted vocabulary instruction and teacher-led vocabulary instruction (Unpublished MA thesis). The Institute of Economics and Social Sciences of Bilkent University.
[9]Żygadlo, P. (2007). Computer-Assisted Language Learning: Effectiveness of vocabulary learning with the help of the authorial on-line application of the Catch'n'Practise v 1.0. (Unpublished MA thesis). University of Warsaw.
[10]Bekleyen, N. (2012). The impact of computer-assisted language learning on vocabulary teaching: JING⢠and instant messaging. NWSA: Education Sciences, 7(1), 419-425.
[11]Barani, G. (2012). The impact of computer assisted language learning (CALL) on vocabulary achievement of Iranian university students EFL learners. International Journal of Basic Sciences & Applied Research, 2(5),531-537.
[12]Sharifi, M., Soleimani, H., & Jafarigohar, M. (2016). E-portfolio evaluation and vocabulary learning: Moving from pedagogy to andragogy. British Journal of Educational Technology. doi:10.1111/bjet.12479
[13]Stockwell, G. (2007). Vocabulary on the move: Investigating an intelligent mobile phone-based vocabulary tutor. Computer Assisted Language Learning, 20(4), 365-383.
[14]Zapata, G. & Sagarra, N. (2007). CALL on hold: The delayed benefits of an online workbook on L2 vocabulary learning. Computer Assisted Language Learning,20(2), 153–71.
[15]Oberg, A.(2011). Comparison of the effectiveness of a CALL-based approach and a card-based approach to vocabulary acquisition and retention. CALICO Journal, 29(1), 118–144.
[16]Lin, C. C., Chan, H. J., & Hsiao, H. S. (2011). EFL students’ perceptions of learning vocabulary in a computersupported collaborative environment. The Turkish Online Journal of Educational Technology, 10(2), 91–99.
[17]Yang, J. C., Lin, Y. L., Wu, J. J., & Chien, K. H. (2008). Design and evaluation of a physical interactive learning environment for English learning. Second IEEE International Conference on Digital Games and Intelligent Toys Based Education, 36–43.
[18]Anderson, T. A. F. (2009). Design of an English vocabulary acquisition system with mini-games for elementary school students in Taiwan (Unpublished MA thesis). National Central University.
[19]Yang, J. C., Chen, C. H., & Jeng, M. C. (2010). Integrating video-capture virtual reality technology into a physically interactive learning environment for English learning. Computers & Education, 55(3), 1346–1356.
[20]Sakar, A. & Ercetin, G. (2005). Effectiveness of hypermedia annotations for foreign language reading. Journal of Computer Assisted Learning, 21(1), 28–38.
[21]Jones, L. C. (2009). Supporting student differences in listening comprehension and vocabulary learning with multimedia annotations. CALICO Journal, 26(2), 267–289.
[22]Simpson, J. (2002). Computer-mediated communication. ELT Journal, 56(4), 414-415.
[23]Razavi, Abbas. (2004). Effect of inductive and deductive strategies on learning, and observing the concepts of the fifth grade elementary science of the science of science. Tehran: Allameh Tabatabaee University, Faculty of Psychology and Educational Sciences.
[24]Mayer, R. E. (2005). Cognitive theory of multimedia learning. The Cambridghand book of multimedia learning, 31-48. Cambridge: University Press. | ||
آمار تعداد مشاهده مقاله: 546 تعداد دریافت فایل اصل مقاله: 462 |