Внедрение цифровой мультимодальной композиции в обучение письму на английском языке как иностранном
Аннотация
Предпосылки исследования: Цифровая мультимодальная композиция в последнее время все чаще оказывается в центре внимания при обучении письму на иностранном языке.
Актуальность: несмотря на то, что достоинства цифровой мультимодальной композиции широко признаны многими учеными, обучение английскому письму в Иране до сих пор остается мономодальным.
Цель исследования: цель данного полуэкспериментального исследования заключалась в изучении различного влияние двух типов письма (мультимодального/мономодального) на навыки письма изучающих английский язык как иностранный с точки зрения содержания, коммуникативных показателей, организации и языка в пяти разных временных интервалах.
Методы: с этой целью в исследовании приняли участие 59 студентов, изучающих английский язык в университете на юго-востоке Ирана, разделенных на две интактные группы. Участники были распределены на две группы для сравнения мультимодальных (n = 30) и мономодальных (n = 29) композиций. В течение семестра студенты из мультимодальной группы написали пять эссе с применением цифровых технологий, в то время как мономодальная группа использовала для написания эссе только текстовый режим. Используя метод повторных измерений, исследователи проверяли навыки письма участников пять раз. Для решения вопросов исследования был проведен смешанный дисперсионный анализ.
Результаты: результаты показали, что обе группы продемонстрировали значительное улучшение навыка письменной речи с течением времени. Более того, мультимодальная группа превзошла мономодальную группу.
Значимость исследования: результаты исследования показывают, что практика обучения письму в Иране должна быть пересмотрена и обновлена, чтобы соответствовать потребностям и ожиданиям учащихся XXI века.
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Литература
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