بررسی و رتبه‌بندی ناکارآمدی عوامل آموزشی مدارس در آموزش زبان انگلسیی با تأکید بر مکالمه

نوع مقاله : مقاله پژوهشی

نویسنده

علوم اجتماعی، دانشکده حقوق و علوم اجتماعی، دانشگاه تبریز، تبریز، ایران

10.22034/naes.2023.413467.1341

چکیده

هدف: پژوهش حاضر بدنبال ارتقاء کیفیت آموزش زبان انگلیسی در مدارس ایران از طریق بررسی و رتبه‌بندی ناکارآمدی عوامل آموزشی مدارس در آموزش زبان انگلیسی با تأکید بر مکالمه می‌باشد.

روش: تحقیق حاضر از نظر هدف کاربردی و از نظر گرداوری داده‌ها توصیفی-پیمایشی می‌باشد. برای نیل به هدف، باید از جامعه‌ای استفاده می‌شد که خود قبلا مشکلات آموزشی زبان انگلیسی در مدارس را حس کرده و آن را گذرانده باشند، بنابرین دانشجویان دانشگاه تبریز به عنوان جامعه پژوهش مورد بررسی قرار گرفتند. برای انتخاب حجم نمونه از فرمول کوکران استفاده شد و 378 دانشجو انتخاب شدند. برای تجزیه و تحلیل داده‌ها نیز از دو آزمون تی تک نمونه و فریدمن استفاده شد. ابزار پژوهش شامل یک پرسشنامه محقق ساخته (1402) که دارای 25 گویه و 7 مؤلفه بود.

یافته‌ها: پایایی پرسشنامه با استفاده از آلفای کرونباخ 0/866 محاسبه گردید و روایی آن مورد تأیید اساتید واقع شد. یافتة آماره‌ها نیز حاکی از آن است مؤلفةهای فناوری آموزشی با میانگین رتبه 2/29، مشارکت کلاسی با میانگین 2/44، طرح درسی کتاب با میانگین 2/87، روش تدریس با میانگین 3/46 و دانش معلمان نیز با میانگین 3/94 به ترتیب به عنوان عوامل آموزشی دخیل در ناکارآمدی ‌آموزش و یادگیری مکالمه به زبان انگلیسی در مدارس شناخته شدند.

نتیجه‌گیری: با عنایت بر ارتباط تنگاتنگ مؤلفة‌ها بایکدیگر، آموزش این زبان نیازمند مشارکت بیشتر و فعال‌تری دارد، اما طبق نتایج حاصله عدم بکارگیری از فناوری آموزشی، کتاب درسی نامناسب و روش تدریس معلمان این توفیق را سلب می‌کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Examining and ranking the ineffectiveness of educational factors of schools in teaching English with an emphasis on conversation

نویسنده [English]

  • Sina Kazemi
Social Sciences, Faculty of Law and Social Sciences, University of Tabriz, Tabriz, Iran
چکیده [English]

The current research seeks to improve the quality of English language education in Iranian schools by examining and ranking the ineffectiveness of schools' educational factors in English language education with an emphasis on conversation. The current research is applied in terms of purpose and descriptive survey in terms of data collection. In order to achieve the goal, a society should be used that has already experienced the problems of teaching English in schools and has gone through it. Therefore, the students of Tabriz University were investigated as the research community. Cochran's formula was used to select the sample size and 378 students were selected, moreover, one sample T-test and Friedman test were used to analyze the data. The research tool included a researcher-made questionnaire (2023) with 25 items and 7 components. The reliability of the questionnaire was calculated using Cronbach's Alpha of 0/866 and its validity was approved by the professors. The results of the statistics also indicate that the components of educational technology with an average rank of 2/29, class participation with an average of 2/44, coursebook with an average of 2/86, teaching methods with an average of 3/46, and teachers' knowledge with an average of 3/94 were identified as educational factors involved in the ineffectiveness of teaching conversation in English in schools. Considering the close relationship between the components, the teaching of this language requires more and more active participation, but according to the results, the lack of use of educational technology, inappropriate coursebooks, and teachers' teaching......

کلیدواژه‌ها [English]

  • educational factors
  • English language
  • Iranian schools
  • Language training
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