پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 158 |
| تعداد شماره‌ها | 6,240 |
| تعداد مقالات | 67,871 |
| تعداد مشاهده مقاله | 115,427,919 |
| تعداد دریافت فایل اصل مقاله | 90,196,831 |
یادگیری انگلیسی با اهداف پزشکی مبتنی بر واقعیت مجازی چندنفره: توانش ارتباطی دانشجویان خاورمیانه‌ای | ||
| پژوهشهای زبانشناختی در زبانهای خارجی | ||
| دوره 13، شماره 2، مرداد 1402، صفحه 267-285 اصل مقاله (1.27 M) | ||
| نوع مقاله: علمی پژوهشی(عادی) | ||
| شناسه دیجیتال (DOI): 10.22059/jflr.2023.355604.1017 | ||
| نویسندگان | ||
| سعید خزائی* 1؛ علی درخشان2 | ||
| 1مرکز تحقیقات فناوری اطلاعات در امور سلامت، دانشگاه علوم پزشکی اصفهان، اصفهان، ایران | ||
| 2گروه زبان و ادبیات انگلیسی، دانشکدۀ علوم انسانی و اجتماعی، دانشگاه گلستان، گرگان، ایران | ||
| چکیده | ||
| مهارت‌های گفتار و نوشتار به‌عنوان ارکان توانش ارتباطی، هسته‌ی اصلی زبان‌آموزی با اهداف ویژه به‌حساب می‌آید. ارتباط تنگاتنگ عملکرد موفق دانشجویان در دانشگاه و عرصه‌های حرفه‌ای با یادگیری مهارت‌های تولیدی زبان، لزوم ابداع شیوهای نو یاددهی-یادگیری را پررنگ می‌کند. با هدف بررسی ظرفیت واقعیت مجازی در یادگیری مهارت‌های تولیدی انگلیسی با اهداف پزشکی، این پژوهش مداخله‌ای با استفاده از طرح ترکیبی با رویکرد متوالی توضیحی در 16 جلسه کلاس معکوس با گروه‌های گواه و مورد در یک دانشگاه علوم پزشکی در خاورمیانه برگزار شد. در طول پژوهش، علاوه بر سنجش نگرش، پیشرفت و عملکرد شرکت‌کنندگان، برداشت آن‌ها نیز با برگزاری مصاحبه‌های نیمه‌ساختاریافته شناسایی شد. داده‌های کمی به شیوه‌ی توصیفی و استنباطی با استفاده از آزمون رتبه‌ای علامت‌دار ویلکاکسون و تحلیل واریانس با اندازه‌های تکراری تحلیل شد. تحلیل داده‌های کیفی به شیوه مضمون محور انجام شد. نتایج نشان داد شرکت‌کنندگان تمرین تیمی را برای یادگیری مهارت‌های تولیدی انگلیسی مؤثر قلمداد کردند. اگرچه واقعیت مجازی توانش گفتگوی انگلیسی با اهداف پزشکی را آسان می‌کرد، اما، نگارش سناریوی این بازی‌ها برای تمرین تیمی مهارت‌ها به‌شکل معناداری بر روند یادگیری تأثیرگذار بود. رویکرد مناسب شرکت‌کنندگان نسبت به تمرین انگلیسی با اهداف پزشکی به‌واسطه‌ی سناریوهای مشارکتی واقعیت مجازی چند نفره می‌تواند مصداق کاربرد موفق نظریه‌ی فرهنگی-اجتماعی در زبان‌آموزی دانشگاهی باشد. | ||
| کلیدواژه‌ها | ||
| توانش ارتباطی؛ انگلیسی با اهداف پزشکی؛ مهارت‌های تولیدی؛ نیازها؛ واقعیت مجازی | ||
| عنوان مقاله [English] | ||
| Multiplayer Virtual Reality-based English for Medical Purposes Learning: The Middle Eastern Students' Communicative Competence | ||
| نویسندگان [English] | ||
| Saeed Khazaie1؛ Ali Derakhshan2 | ||
| 1Health Information Technology Research Center, Isfahan University of Medical Sciences, Isfahan, Iran. | ||
| 2Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran. | ||
| چکیده [English] | ||
| Speaking and writing skills, as the components of communicative competence, are the core of learning the language for specific purposes. The intimate connection of students' acceptable academic and professional performance with their productive skills highlights new methods of teaching and learning. To investigate the potential of virtual reality in learning English for Medical Purposes productive skills, this interventional study with control and experimental groups was conducted using a mixed design with a sequential explanatory approach in 16 sessions in flipped classrooms. During the study, in addition to soliciting the participants' attitudes, their progress and performance were assessed. In addition, the participants' perceptions were identified by conducting semi-structured interviews. Quantitative data analysis was performed in a descriptive and inferential manner using the Wilcoxon signed-rank test and analysis of variance with repeated measures. Qualitative data analysis was done in a theme-oriented manner. The results showed that the participants considered the concerted practice as an effective way of learning English for Medical Purposes productive skills. Although virtual reality enhanced English for Medical purposes productive skills learning and communicative competence, the multiplayer framework of these games for concerted practice of skills significantly facilitated learning speaking and writing. The participants' favorable attitude towards practicing English for medical purposes through cooperative multiplayer virtual reality can be an example of the successful application of socio-cultural theory in university language learning. | ||
| کلیدواژه‌ها [English] | ||
| Communicative competence, English for Medical Purposes, productive skills, needs, virtual reality | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Akbari, Z. (2018). English for students of operating room. Isfahan University of Medical Sciences Press.
Amalsaleh, E., & Rafatbakhsh, E. (2018). English for the students of laboratory. SAMT Press.
Bychkova, Y., Bogatyrev, A., & Bogatyreva, O. (2022). Methods for developing business games in foreign language classes at a medical university. ARPHA Proceedings, 5, 257-268. https://doi.org/10.3897/ap.5.e0257
Daungcharone, K., Panjaburee, P., & Thongkoo, K. (2019). A mobile game-based C programming language learning: results of university students' achievement and motivations. International Journal of Mobile Learning and Organization, 13(2), 171-192. https://doi.org/10.1504/IJMLO.2019.098184
Deedari, R., & Zia Hossaini, S. M. (2020). English for the students of medicine (I). SAMT Press.
Ding, Y., & Shen, H. (2022). Delving into learner autonomy in an EFL MOOC in China: A case study. Computer Assisted Language Learning, 35(3), 247-269. https://doi.org/10.1080/09588221.2019.1681464
EL Moudden, M. B. (2021). The integration of games in teaching English as a foreign language in the classroom: Moulay Ismail University as a case study. International Journal of Language and Literary Studies, 3(1), 208-229. https://doi.org/10.36892/ijlls.v3i1.425
Eltahir, M., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The impact of game-based learning on students' motivation, engagement and academic performance on an Arabic language grammar course in higher education. Education and Information Technologies, 26(3), 3251-3278. https://doi.org/10.1007/s10639-020-10396-w
Fathi, J., & Barkhoda, J. (2021). Exploring the effect of flipped classroom on EFL learners' reading achievement and self-efficacy. Foreign Language Research Journal, 11(3), 435-452. https://doi.org/10.22059/JFLR.2021.330102.889 (in Persian)
Gaffas, Z. M. (2019). Students' perceptions of the impact of EGP and ESP courses on their English language development: Voices from Saudi Arabia. Journal of English for Academic Purposes, 42, 100797. https://doi.org/10.1016/j.jeap.2019.100797
Gamlo, N. (2019). The impact of mobile game-based language learning apps on EFL learners' motivation. English Language Teaching, 12(4), 49-56. https://doi.org/10.5539/elt.v12n4p49
Gaudart, H. (1999). Games as teaching tools for teaching English to speakers of other languages. Simulation & Gaming, 30(3), 283-291. https://doi.org/10.1177/104687819903000304
Harvey, L. (2015). Beyond member-checking: A dialogic approach to the research interview. International Journal of Research and Method in Education, 38(1), 23-38. https://doi.org/10.1080/1743727X.2014.914487
Hung, H. T., Yang, J. C., Hwang, G. J., Chu, H. C., & Wang, C. C. (2018). A scoping review of research on digital game-based language learning. Computers and Education, 126, 89-104. https://doi.org/10.1016/j.compedu.2018.07.001
Ishaq, K., Rosdi, F., Zin, N. A. M., & Abid, A. (2022). Serious game design model for language learning in the cultural context. Education and Information Technologies, 1-39. https://doi.org/10.1007/s10639-022-10999-5
Karasavvidis, I. (2022). A rationale for leveraging serious game design through sociocultural theory. In O. Bernardes & V. Amorim (Eds.), Handbook of research on promoting economic and social development through serious games (pp. 288-310). IGI Global. https://doi.org/10.4018/978-1-7998-9732-3.ch014
Kayhani, A., Barkat, F., Akbari, Z., & Torabi, R. (2020). English for the students of nursing. SAMT Press.
Khazaie, S., Derakhshan, A., Wiboolyasarin, W., & Ketabi, S. (2021, February 18). An investigation into the teacher-student interaction-dependency of English for medical purposes comprehension in the virtual reality-supported flipped classrooms. The 6th International Conference on Computer Games; Challenges, and Opportunities, Isfahan, Iran.
Kitishat, A. R., Al Omar, K. H., & Al Momani, M. A. K. (2020). The Covid-19 crisis and distance learning: E-teaching of language between reality and challenges. The Asian ESP Journal, 16(5.1), 316-326.
Lan, Y. J. (2020). Immersion into virtual reality for language learning. Psychology of learning and motivation, 72, 1-26. https://doi.org/10.1016/bs.plm.2020.03.001
Lantolf, J. P., Poehner, M. E., & Swain, M. (Eds.). (2018). The Routledge handbook of sociocultural theory and second language development. Routledge.
Lee, S. P., Lee, S. D., Liao, Y. L., & Wang, A. C. (2015). Effects of audio-visual aids on foreign language test anxiety, reading and listening comprehension, and retention in EFL learners. Perceptual and motor skills, 120(2), 576-590. https://doi.org/10.2466/24.PMS.120v14x2
Li, M., & Campbell, J. (2008). Asian students' perceptions of group work and group assignments in a New Zealand tertiary institution. Intercultural Education, 19(3), 203-216. https://doi.org/10.1080/14675980802078525
McGrath, D., & Liardét, C. (2023). Grammatical metaphor across disciplines: Variation, frequency, and dispersion. English for Specific Purposes, 69, 33-47. https://doi.org/10.1016/j.esp.2022.09.003
Mirza Suzani, S., & Parvaresh, B. (2020). English for the students of anesthesia. SAMT Press.
Negueruela-Azarola, E., & García, P. N. (2016). Sociocultural theory and the language classroom. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. 295-309). Routledge.
Outemzabet, B., & Sarnou, H. (2023). Exploring the significance of English-based communication for a community of medical academics in a public university teaching hospital in Algeria. English for Specific Purposes, 70, 116-130. https://doi.org/10.1016/j.esp.2022.12.001
Pack, A., Barrett, A., Liang, H. N., & Monteiro, D. V. (2020). University EAP students' perceptions of using a prototype virtual reality learning environment to learn writing structure. International Journal of Computer-Assisted Language Learning and Teaching, 10(1), 27-46. https://doi.org/10.4018/IJCALLT.2020010103
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational psychologist, 50(4), 258-283.
Qian, L. (2022). A Case study of teacher autonomy in college EFL classrooms. In Y. Kimura, Luxin Yang, T.-Y. Kim, Y. Nakata (Eds.), language teacher motivation, autonomy and development in East Asia (pp. 135-155). Springer. https://doi.org/10.1007/978-3-030-93467-5_8
Ramli, R., Mohid, S. Z., & Abas, H. (2020, November 11). Augmented reality book to aid learning Tadabbur Al-Quran: A visualization tool. The 6th International Conference on Information Technology & Society, Selangor, Malaysia.
Robles, H., Burden, K., & Villalba, K. (2021). A socio-cultural approach to evaluating and designing reading comprehension apps for language learning. International Journal of Mobile and Blended Learning, 13(1), 18-37. https://doi.org/10.4018/IJMBL.2021010102
Taherdoost, H. (2016, August 10). Validity and reliability of the research instrument; how to test the validation of a questionnaire/survey in a research. How to test the validation of a questionnaire/survey in a research. http://dx.doi.org/10.2139/ssrn.3205040
Tahririan, M. H., Sadri, E., & Tahririan, D. (2021). English for the students of dentistry. SAMT Press.
Tarrayo, V. N., Paz, R. M. O., & Gepila Jr, E. C. (2021). The shift to flexible learning amidst the pandemic: The case of English language teachers in a Philippine state university. Innovation in Language Learning and Teaching, 1-14. https://doi.org/10.1080/17501229.2021.1944163
Teo, T., Khazaie, S., & Derakhshan, A. (2022). Exploring teacher immediacy-(non) dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. Computers & Education, 179, 104406. https://doi.org/10.1016/j.compedu.2021.104406
Wang, Q., & Hu, G. (2023). Disciplinary and gender-based variations: A frame-based analysis of interest markers in research articles. English for Specific Purposes, 70, 177-191. https://doi.org/10.1016/j.esp.2022.12.006
Weir, C. J. (2005). Language testing and validation. Palgrave McMillan.
Widodo, H. P. (2016). Teaching English for specific purposes: English for vocational purposes. In W. A. Renandya & H. P. Widodo (Eds.), English language teaching today (pp. 277-291). Springer.
York, J., & deHaan, J. W. (2018). A constructivist approach to game-based language learning: Student perceptions in a beginner-level EFL context. International Journal of Game-Based Learning, 8(1), 19-40. https://doi.org/10.4018/IJGBL.2018010102 | ||
|
آمار تعداد مشاهده مقاله: 221 تعداد دریافت فایل اصل مقاله: 266 |
||
