آمار
| تعداد نشریات | 44 |
| تعداد شمارهها | 1,303 |
| تعداد مقالات | 16,020 |
| تعداد مشاهده مقاله | 52,489,417 |
| تعداد دریافت فایل اصل مقاله | 15,216,977 |
The Role of Audio-visual Aids in General English Classes at Medical University: Reading Comprehension, Attitude, and Motivation (Research Article) | ||
| Journal of English Language Teaching and Learning | ||
| دوره 13، شماره 27، شهریور 2021، صفحه 215-238 اصل مقاله (390.26 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2021.44787.2354 | ||
| نویسندگان | ||
| Assef Khalili1؛ Maryam Zeinolabedini1؛ Fatemeh Poorebrahim2؛ Simin Sattarpour* 3 | ||
| 1Department of Basic Sciences, Faculty of Allied Medical Sciences, Tabriz University of Medical Sciences, Tabriz, Iran | ||
| 2Department of English Language Teaching, Faculty of Humanities, University of Maragheh, Maragheh, Iran | ||
| 3Department of Basic Sciences, Faculty of Allied Medical Sciences, Tabriz University of Medical Sciences, Tabriz,, Iran | ||
| چکیده | ||
| The general consensus on the invaluable contributions of audio-visual materials based on cognitive theory of multimedia learning (CTML) to enhancing the quality of language classes has turned them into indispensable tools which teachers utilize for more effective teaching of different language skills. The primary aim of this study was to explore the effect of audio visual aids on reading skill at university level. The secondary aim was to find out if this change in materials could have any impact on the motivation and attitudes of the students toward English learning. To this end, this quasi-experimental study adopted a pre-test post-test research method. A total of 256 General English university students were divided to experimental (n=184) and control (n=81) groups. The experimental group received audio-visual aids as the treatment while the control group was taught by a conventional text-based method, commonly practiced in General English classes at Tabriz University of Medical Sciences (TUMS). The reading section of preliminary English test (PET) and Gardner’s attitude and motivation test battery (AMTB) were used for data collection. The results of independent samples t-test and Mann-Whitney tests revealed that the students provided with audio-visual materials obtained greater reading outcomes and also showed more positive attitudes and higher motivation toward English learning. Thus, our research revealed that the higher productivity and livelihood of reading classes can be tangible even in the in the narrow space of a single university semester. | ||
| کلیدواژهها | ||
| Attitude؛ audio-visual aids؛ motivation؛ multimedia based education؛ reading comprehension | ||
| مراجع | ||
|
Acha, J. (2009). The effectiveness of multimedia programmes in children’s vocabulary learning. British Journal of Educational Technology, 40(1), 23–31.
Aggarwal, J.C. (2009). Principles, Methods & Techniques of Teaching. India: Vikas Publishing House Pvt Ltd, India.
Agnew, P.W., Kellerman, A.S., & Meyer, J. (1996). Multimedia in the Classroom. Needham Heights, Massachusetts : Allyn & Bacon.
Ainsworth, S. E. (1999). A functional taxonomy of multiple representations. Computers and Education. 33(2), 131–152.
Arnold, J., Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in Language Learning (pp.1–24). Cambridge: Cambridge University Press.
Astleitner, H. & Wiesner, C. (2004). An integrated model of multimedia learning and motivation. Journal of Educational Multimedia and Hypermedia, 13(1), 3–21.
Atai, M.R., & Mazlum, F. (2013). English language teaching curriculum in Iran: planning and practice, The Curriculum Journal, 24(3), 389–411.
Baddeley, A. D. (1986). Working memory. Oxford: Oxford University Press.
Bastug, M. (2014). The structural relationship of reading attitude, reading comprehension and academic achievement. International Journal of Social Science and Education, 4(4), 931–945.
Bitter, G., & Pierson, M. (2002). Using Technology in the Classroom, (5th Ed.) Boston, MA: Allyn & Bacon.
British council, (2021). Study UK: Prepare to Study and Live in the UK. Retrieved from https://www.futurelearn.com/info/courses/prepare-to-study-uk/0/steps/48578
Danckert, J. A., & Allman, A. A. (2005). Time flies when you’re having time: Temporal estimation and the experience of boredom. Brain and Cognition, 59(3), 236–245.
Davari, H. & Aghagolzadeh, F. (2015). To Teach or Not to Teach? Still an Open Question for the Iranian Education System. In Ch. Lantolf (Ed.), English Language Teaching in the Islamic Republic of Iran: Innovations, Trends and Challenges, (pp. 13–22). London: British Council.
Dougill, John (2008). Japan and English as an alien language. English Today. 24 (1), 18–22.
Eagly, A. H., & Chaiken. S. (1998). Attitude, structure and function. In D.T. Gilbert, S. T. Fisk, & G. Lindsey (Eds.), Handbook of Social Psychology (pp. 269–322). New York: McGowan-Hill.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
Fisher, Cynthia D. (1993). Boredom at work: A neglected concept. Human Relations, 46 (3), 395–417.
Gardner, R.C. (1985). Social psychology and second-language learning: The role of attitudes and motivation. London, England: Edward Arnold.
Gardner, R. C., & MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43(2), 157–194.
Gardner, R. C. (2005). Integrative motivation and second language acquisition. Retrieved from: http://publish.uwo.ca/~gardner/docs/caa
Holahan, Charles J., Rudolf H. Moos, Jeanne A. Schaefer (1996). Coping, stress resistance, and growth: Conceptualizing adaptive functioning. In M. Zeidner, S. E. Norman (Eds.) Handbook of coping theory, research, applications (pp. 24–43). New York: John Wiley & Sons.
Isakson, R. L., Isakson, M. B., Plummer, K. J., & Chapman, S. B. (2016). Development and validation of the Isakson survey of academic reading attitudes (ISARA). Journal of College Reading and Learning, 46(2), 113–138.
Kanellopoulou, C., Kermanidis, K. L. & Giannakoulopoulos, A. (2019). The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool. Education Scienses, 9(3), 210–223.
Katz, D. (1960). The Functional Approach to the Study of Attitudes. Public Opinion Quarterly, 24(2), 163–204.
Kruk, M., & Zawodniak, J. (2018). Boredom in practical English language classes: Insights from interview data. In L. Szymański, J. Zawodniak, A. Łobodziec, & M. Smoluk (Eds.), Interdisciplinary views on the English language, literature and culture (pp. 177–191). Zielona Góra: Uniwersytet Zielonogórski.
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), 576–90
Lennartsson, F. (2008). Students' motivation and attitudes towards learning a second language: British and Swedish students' points of view. Retrieved from http:// urn. kb. se/ resolve? urn= urn:nbn: se:vxu:diva-2571.
Madden, J. M., & Martin E. J. (1979). An indirect method of attitude measurement. Bulletin of the Psychonomic Society, 13(3), 170–172.
Mahato, A. (2016). Assessing the information need and information seeking behavior Of B. Ed students of Nandalal Ghosh B.T. College: A case study. International Journal of Innovative Research and Advanced Studies, 3(7), 351–358.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational psychologist, 32(1), 1–19.
Mayer, R. E. (2002). Multimedia learning. Psychology of learning and motivation, 41, 85–139.
Mayer, R. E. (2009). Multimedia Learning. Cambridge: Cambridge University Press.
Mayer R. E. (2020). Multimedia Learning. University of California, Santa Barbara.
Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187–198.
Nafissi, Z., Karimi, F., Vosoughi, M. (2020). Mapping Different Culturally Oriented Texts over EFL Learners’ Reading Indices via Project-Based Learning. Journal of English language Teaching and Learning, 12 (25), 343–381.
Nett, U. E., Goetz, T., & Daniels, L. M. (2010). What to do when feeling bored? Students’ strategies for coping with boredom. Learning and Individual Differences 20 (6), 626–638.
Oostdam, R., Blok, H., & Boendermaker, C. (2015). Effects of individualized and small-group guided oral reading interventions on reading skills and reading attitude of poor readers in grades 2–4. Research Papers in Education, 30(4), 427–450.
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford, England: Oxford University Press.
Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56(2), 282–308.
Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language learning, 52(3), 513–536.
Rasul, S., Bukhsh, Q., & Batool, S. (2011). A study to analyze the effectiveness of audio visual aids in teaching learning process at university level. Procedia. Procedia - Social and Behavioral Sciences 28, 78 – 81.
Rezaie, S. H., & Barani, G., (2011). Iranian teachers’ perspective of the implementation of audiovisual devices in teaching. Procedia Computer Science, 1576–1580.
Seargeant, P. (2009). The idea of English in Japan: Ideology and the evolution of a global language. Bristol: Multilingual Matters.
Shen, Z. (2008). The roles of depth and breadth of vocabulary knowledge in EFL reading performance. Asian Social Science, 4(12), 135–137.
Shuell, T. J. & Farber, S. L. (2001). Students’ perceptions of technology use in college courses. Journal of Educational Computing Research, 24(2), 119–138.
Smaldino, S. E., Lowther, D., Mims, C. (2018). Instructional Media and Technology for learning, (12th Ed.). New York, N.Y: Macmillan Publishing Company.
Sordan, S. D. (2005). A cognitive approach to instructional design for multimedia learning. Informing Science Journal, 8 (4). 263–279
Sordan, S. D. (2012). The Handbook of Educational Theories. In B. J. Irby, G. Brown, R. R. L. Alecio, and S. Jackson (Eds.), The cognitive theory of multimedia learning (pp. 155–167). Charlotte, North Carolina: Information Age Publishing Inc.
Spence, P., & Liu, G. Z. (2013). Engineering English and the high-tech industry: A case study of an English needs analysis of process integration engineers at a semiconductor manufacturing company in Taiwan. English for specific purposes, 32(2), 97–109.
Stillings, N. A., Weisler, S. E., Chase, C. H., Feinstein, M. H., Garfield, J. L., & Rissland, E. L. (1995). Cognitive science: An introduction (2nd Ed.). Cambridge, MA: MIT Press.
Sweller, J. (2005). The Cambridge Handbook of Multimedia Learning. In R. E. Mayer (Ed.), Implications of cognitive load theory for multimedia learning (pp.19-30). New York: Cambridge University Press.
Sweller, J. (2010). Cognitive load theory: Recent theoretical advances. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive load theory (pp. 29–47). Cambridge: Cambridge University Press.
Tehran Times, (2012). With the verve of words: Learning foreign languages in Iran. Archived from the original on 2012-11-23. Retrieved 2020-02-07.
Tesser, A. (1993). On the importance of heritability in psychological research: The case of attitudes. Psychological Review, 100,129–142.
Yarbrough, D. N. (2001). A comparative analysis of student satisfaction and learning in a computer-assisted environment versus a lecture environment. Journal on Excellence in College Teaching, 12(1), 129–147.
Yazara, T., & Arifoglu, G. (2012). A Research of Audio Visual Educational aids on the Creativity levels of 4-14 year old Children as a Process in Primary Education. Procedia - Social and Behavioral Sciences, 51, 301–306.
Zarei, A. A. (2018). On the Relationship between Metacognitive Reading Strategies, Reading Self-Efficacy, and L2 Reading Comprehension. Journal of English Language Teaching and Learning, 22 (2), 157–181.
| ||
|
آمار تعداد مشاهده مقاله: 1,355 تعداد دریافت فایل اصل مقاله: 1,206 |
||