تأثیر داستان گویی دیجیتال بر اضطراب شنیداری زبان‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

2 دانشجوی کارشناسی ارشد گروه زبان انگلیسی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران

چکیده

هدف پژوهش حاضر، بررسی تأثیر داستان‌ گویی دیجیتال بر اضطراب شنیداری زبان‌آموزان ایرانی است. شصت زبان‌آموز سطح متوسط به صورت نمونه در دسترس انتخاب شده و به عنوان گروه آزمایش (30 نفر) و کنترل (30 نفر) در تحقیق حاضر که از نوع شبه آزمایشی با پیش‌آزمون- پس‌آزمون است؛ شرکت نمودند. در ابتدا، برای سنجش سطح اضطراب شنیداری هر دو گروه از پرسش‌نامه اضطراب شنیداری زبان خارجه، با سه عامل اضطراب عاطفی، نگرانی ادراکی و ترس پیش‌بین به عنوان پیش‌آزمون استفاده شد. تدریس مهارت شنیدن بر اساس روش ارتباطی شامل سه مرحله پیش- شنیداری، شنیداری و پس- شنیداری به مدت 14 هفته انجام شد. در بخش شنیداری در گروه آزمایش داستان‌ های دیجیتال به صورت چند‌رسانه‌ ای اجرا شدند و شاگردان فایل داستان را با استفاده از دستگاه دی‌ وی‌ دی مشاهده کردند و به آن گوش دادند. بخش شنیداری گروه کنترل شامل گوش ‌دادن به روایت شفاهی داستان بدون استفاده از پخش چندرسانه‌ ای بود. فعالیت ‌های پیش ـ شنیداری و پس ـ شنیداری هر دو گروه یکسان بود. در پایان، آزمایش اضطراب شنیداری هر دو گروه با استفاده از پرسش‌نامه اضطراب شنیداری زبان خارجه اندازه‌ گیری شد. تحلیل داده‌ ها، با استفاده از تحلیل کوواریانس چندمتغیری نشان داد که استفاده از داستان‌گویی دیجیتال سبب‌ کاهش معنادار اضطراب شنیداری زبان‌آموزان گروه‌ آزمایش و سه عامل آن در قیاس با گروه کنترل شده است. بررسی میزان تأثیر آزمایش بر سه عامل پرسش‌نامه حاکی از تأثیر قابل ملاحظه به‌کارگیری داستان‌ های دیجیتال بر کاهش اضطراب عاطفی (شاخص مجذور اتای تفکیکی= 0/773) در قیاس با نگرانی ادراکی (شاخص مجذور اتای تفکیکی = 0/552) و ترس پیش‌بین (شاخص مجذور اتای تفکیکی= 0/247) می‌باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Impact of Digital Storytelling on EFL learners' Listening Anxiety

نویسندگان [English]

  • Mehrak Rahimi 1
  • Elham Soleimany 2
1 Associate Professor of English Department, Shahid Rajaei Teacher Training University, Tehran, Iran
2 M.A. Student of English Department, Shahid Rajaei Teacher Training University, Tehran, Iran
چکیده [English]

The aim of the present study was investigating the impact of digital storytelling on language learners’ listening anxiety. Sixty intermediate language learners participated in the study and were sampled as the experimental (n=30) and control (n=30) groups. Their entry level listening anxiety was assessed by Foreign Language Listening Anxiety Questionnaire (FLLAQ) with respect to three factors: emotionality, worry, and anticipatory fear. Both groups received listening instruction based on communicative language teaching (pre-listening, listening, and post-listening). Pre-listening and post-listening activities of both groups were the same. For 14 weeks, the experimental group watched and listened to digital stories made by Corel Video Studio Pro X7 in the listening phase of their listening class. Meanwhile, the control group just listened to the narration of the same stories. FLLAQ was used as a posttest to assess participants’ listening anxiety at the end of the experiment. The result of multivariate analysis of covariance (MANCOVA) revealed that the listening anxiety of the experimental group lowered significantly at the end of the experiment in comparison to the control group considering the FLLAQ and its three dimensions. Examining the effect sizes, however, showed that the treatment effect was the strongest for lowering emotionality dimension of listening anxiety (partial eta squared=0.773) in comparison to worry (partial eta squared=0.552) and anticipatory fear (partial eta squared=0.247).

کلیدواژه‌ها [English]

  • Digital Storytelling
  • listening anxiety
  • language learners

مراجع

1. Abdollahpour, Z., & Asadzadeh Maleki, N. (2012). The impact of exposure to digital flash stories on Iranian EFL learners’ written reproduction of short stories. Canadian Journal on Scientific and Industrial Research, 3(2), 40-53.
2. Abidin, J. Z., Pour Mohammadi, M., Souriyavongsa, T., Tiang, C., & Kim, N. (2011). Improving listening comprehension among Malay preschool children using digital stories. International Journal of Humanities and Social Science, 1(14), 159-164.
3. Ahmadi, M., Fallah, V., & Mirzakhani, S. (2011). Comparing the effect of interactive and non-interactive multimedia on primary school students’ learning. Information and Communication Technology in Educational Psychology, 1(4), 117-129. (in Persian).
4. Alexander, B. (2011). The new digital storytelling: Creating narratives with new media. Santa Barbara: Praeger.
5. Alodiedat, A. S., & Eyadat, Y. A. (2008). The effect of internet use on students’ achievement and self-confidence. International Management Review, 4(1), 74-89.
6. Austin, K. (2009). Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules. Computers & Education, 53(4), 1339-1354.
7. Baddeley, A. (1992). Working memory. Science, 255, 556-559.
8. Banaszewski, T. (2002). Digital storytelling finds its place in the classroom. Information Today. Retrieved from http://www.infotoday.com/MMSchools/ jan02/ Banaszewski.htm
9. Behrangi, M., & Asadi, A. (2008). Integrating MMB with picture word inductive model of teacing to teach English to junior high-school students. Quarterly of Education, 97, 9-27. (in Persian).
10. Benmayor, R. (2008). Digital storytelling as signature pedagogy for the new humanities. Arts & Humanities in Higher Education, 79(2), 188-204.
11. Chuang, W., & Kuo, F. (2013). Improving reading comprehension among Taiwanese EFL young EFL young learners using digital stories. Proceedings of 2013 Asian Literacy Conference (pp. 134-146). Indonesia.
12. Clarke, R., & Adam, A. (2012). Digital storytelling in Australia: Academic perspectives and reflections. Arts & Humanities in Higher Education, 11(1-2), 157-176.
13. Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2nd edition). Hillsdale, NJ: Lawrence Erlbaum Associates.
14. Coventry, M. (2008). Engaging gender: Student application of theory through digital stories. Arts & Humanities in Higher Education, 7(2), 205-219.
15. Dehkhoda, A. (2006). Dictionary. Tehran: Tehran University Press. (in Persian).
16. Farhady, S., Taghdisi, M., & Solhi, M. (2005). The impact of lecture and storytelling on male third grade primary-school students’ awareness and attitudes towards preventing acceidents in Shahrekord. Toloo Behdasht Journal, 1, 11-18. (in Persian).
17. Forsblom, A., Sarkamo, T., Laitinen, S., MusTh, L., & Tervaniemi, M. (2010). The effect of music and audiobook listening on people recovering from stroke: The patient’s point of view. Music & Medicine, 2(4), 229-234.
18. Frazel, M. (2011). Introduction to digital storytelling. Oregon: ISTE.
19. Ghasemi, F., Zare, A., & Haghighat, S. (2011). Comparing the effect of Persian and foreign philosophical stories and common stories on the development of philosophical thought of first grade primary-school students. Innovative Approaches in Administrative Management, 2(4), 133-152. (in Persian).
20. Ghodsi, N., Sahif-Abadi, A., & Soudani, M. (2012). The impact of storytelling based on Kelile and Demne on promoting female fourth grade primary-school students’ ego. Cultural and Educational Quarterly of Women and Family, 19, 57-78.
21. Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10, 113-117.
22. Grinther, A. (2002). Context and content visuals and performance on listening comprehension stimuli. Language Testing, 19(2), 133-167.
23. Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.
24. Isbell, R. (2002). Telling and retelling stories-learning language and literacy. Young Children, 57(2), 26-30.
25. Jensen, E. (2000). Music with the brain in mind. US: The Brain Store.
26. Kajder, S. B. (2004). Enter here: Personal narrative and digital storytelling. English Journal, 93(3), 64-68.
27. Kimura, H. (2008). Foreign language listening anxiety: Its dimensionality and group differences. JALT Journal, 30, 173-196.
28. Legac, F. (2007). Foreign-language anxiety and listening skill in Croatian monolingual and bilingual students of EFL. In J. Horváth & M. Nikolov (Eds.),UPRT 2007: Empirical studies in English applied linguistics (pp. 217-243). Pécs: Lingua Franca Csoport.
29. Lowenthal, P. R. (2008). Online faculty development and storytelling: An unlikely solution to improving teacher quality. MERLOT Journal of Online Learning and Teaching, 4(3), 349-356.
30. Mashayekh, M., & Hashemi, M. (2011). The impact/s of music on language learners’ performance. Procedia-Social and Behavioral Sciences, 30, 2186-2190.
31. Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
32. Mayer, R. E. (2003). The promise of multi-media learning using the same instructional design methods across different media. Learning & Instruction, 13(2), 125-139.
33. Mehdizadeh, H., & Fathi, R. (2013). The comparative impact of hybrid teaching on primary-school students’ achievement and retention of health sciences. Information and Communication Technology in Educational Psychology, 3(3), 113-127. (in Persian).
34. Mostafazadeh, F. (2010). Storyteling: A new clinical education method. Research in Medical Teaching, 2(2), 53-58. (in Persian).
35. Nasirzadeh, R., & Roshan, R. (2010). The impact of storytelling on 6-8 year old boys’ aggression. Iranian Journal of Psychiatry and Clinical Psychology, 16(2), 118-126. (in Persian).
36. Nikooei, A., & Babashakouri, S. (2013). Rereading children’s stories based on schemata in cognitive approach. Journal of Chidren’s Literature Studies, 4(2), 149-174. (in Persian).
37. Radbakhsh, N., Mohammadifar, M., & Kiani-Ersi, F. (2013). The impact of games and stories on children’s creativity. Innovation and Creativitiy in Humanities, 2(4), 177-195. (in Persian).
38. Razi, A. (2012). Educational fucntions of diacritic literature. Journal of Didactic Literature, 4(15), 97-120. (in Persian).
39. Richards, J., & Rogers, T. (2003). Approaches and methods in language teaching. Cambridge University Press, New York.
40. Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228.
41. Rossiter, M., & Clark, M. C. (2007). Narrative and the practice of adult education. Malabar, FL: Krieger.
42. Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506.
43. Schellenberg, G., & Peretz, I. (2007). Music, language and cognition: Unresolved issues. Trends in Cognitive Sciences, 12, 45-46.
44. Slevc, L. R., & Miyake, A. (2006). Individual differences in second-language proficiency: Does musical ability matter? Psychological Science, 17, 675-681.
45. Soltani, M., Arian, K., & Angaji, L. (2013). The impact of group storytelling on female second grade primary-school students’ self-esteem. Quarterly of Educational Psychology, 29(9), 95-108. (in Persian).
46. Soureshjani, K., & Etemadi, N. (2012). Listening comprehension success among EFL preschool children using internet-based materials. Journal of Social Sciences and Humanities, 7(1), 243-251. Retrieved from http://journalarticle.ukm. my/5025/
47. Tomkins, A. (2009). “It was a great day when…”: An exploratory case study of reflective learning through storytelling. Journal of Hospitality, Leisure, Sport & Tourism Education, 8(2), 123-131.
48. Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 53(3), 168-176.
49. Verdugo, D. R., & Belmonte, I. A. (2007). Using digital stories to improve listening comprehension with Spanish young learners of English. Language Learning Technology, 11, 87-101.
50. Vogley, A. J. (1998). Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals, 31(1), 67-80.
51. Wang, D., Li, J., & Dai, G. (2008). A pen and speech-based storytelling system for Chinese children. Computers in Human Behavior, 24, 2507-2519.
52. Wright, A. (2008). Storytelling with children (2nd edition). Oxford University Press.
53. Yang, Y. C., & Wu, W. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352.
54. Yuksel, P., Robin, B., & McNeil, S. (2011). Educational uses of digital storytelling all around the world. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1264-1271). Chesapeake, VA: AACE.
55. Zamani, B., Saeidi, M., & Saeidi, A. (2011). The imapct and sustained effect of using multimedia on math self-efficacy and achievement. Information and Communication Technology in Educational Psychology, 4(2), 67-87.
56. Zamani, B., Saeidi, Z., & Abedi, A. (2011). The imapct and sustained effect of using multimedia on math self-regulation and achievement in first grade of high-school. Innovative Instructional Approaches, 6(2), 1-22.
57. Zarei Zavaraki, E., & Jafarkhani, F. (2009). Multimedia and its function in special education. Exceptional Education, 98&99, 22-30. (in Persian).
58. Zarei, K., Parand, Z., Seyedfatemi, N., Khoshbakht, F., Haghani, H., & Zarei, M. (2013). The impact of storytelling on physiologic anxiety, anxiety and social anxiety of school-age hospitalized patients. Mediacl Surgical Nursing Journal, 2(3-4), 115-121.

فایل ها

اشتراک گذاری

ارجاع به این مقاله

آمار