مقايسه‌ي دو روش آموزش مهارت نگارش زبان انگليسي با استفاده از email و آموزش سنتي

A Comparative Study of Teaching Writing Skills Using Traditional Versus Email Techniques

زمينه و هدف: پيشرفت‌هاي اخير در تكنولوژي و تغييرات سريع در ارتباطات بر روي روش‌هاي تدريس و آموزش زبان انگليسي تاثير مي‌گذارد. با پيشرفت ICT اكنون فرصت‌هاي زيادي براي اساتيد زبان خارجي وجود دارد كه بتوانند مهارت‌هاي زبان خارجي از جمله مهارت نگارش را تدريس نمايند. نگارش يكي از مهم‌ترين مهارت‌هاي ارتباطي و يكي از پيچيده‌ترين مهارت‌هاست كه نياز به تفكر و سازمان دهي دارد . روش بررسي: به منظور انجام اين مطالعه 30 دانشجو به طور اتفاقي از ميان 100 دانشجوي مركز تحصيلات تكميلي علوم پايه‌ي زنجان انتخاب شدند و به طور تصادفي به دو گروه شاهد و مداخله تقسيم شدند. گروه شاهد آموزش‌هاي لازم را به طور سنتي و در كلاس درس دريافت نمودند و گروه مداخله با استفاده از روش CMC آموزش داده شدند . يافته‌ها: آمار توصيفي مقايسه‌ي ميانگين در گروه شاهد و مداخله مبين تفاوت قابل ملاحظه‌اي در ميزان موفقيت در post test دو بود. ميانگين نمرات گروه مداخله 85/37 و گروه شاهد 37/32 بود. به عبارت ديگر گروه مداخله داراي نمرات بهتري نسبت به گروه شاهد بودند . نتيجه گيري: نتايج نشان داد كه نه تنها گروه مداخله داراي نمرات بهتري در مقايسه با گروه شاهد در post test بودند، بلكه تكاليف انجام شده‌ي آن‌ها بهتر و مفيدتر بود. روش آموزش نگارش با استفاده از كامپيوتر (CMC) مي‌تواند روش مفيدي براي آموزش اين مهارت باشد .

Background and objective: Current advances in computer technology and the rapid pace of change in communications affect the way English language (EL) teachers use information technology (IF) to develop students’ writing skills. With the advent of ICT there is now a wide range of opportunities open to classroom teachers. In our opinion, writing is the most important form of communication. It would appear, however, to be one of the hardest to master, for written words require thought and organization. But no matter how hard writing might appear Computer Mediated Communication (CMC) can be a valuable cure for the complex process of writing. Material and Methods: To conduct this study 30 students were randomly selected from population of 100 students from Institute of Advanced Studies in Basic Sciences (IASBS). They were randomly assigned to control and experimental groups. After being subjected to the instruction both groups were given identical posttests and the results were compared. Not only did the experimental group do better than the control group on posttests but also the length of their writing was shorter and more effective than that of control group. Results: The study showed that by using computers, students become better problem solvers and better communicators. Networking people "puts an inspiring, enticing, and usable set of tools within reach of the mass of computer users, empowering them to go beyond simply processing information to repurpose, design, publish, and express" (Mello, 1996). Through this increased electronic access to the world around them, students' social awareness and confidence increases. Networking frees them from the limitations of traditional writing tools that often inhibit and restrict writing processes. Conclusions: Learning is transformed from a traditional passive exercise to an experience of discovery, exploration, and excitement. Students begin to realize their full potential when they are empowered to contribute and collaborate as a team to accomplish their writing tasks more effectively.