The Role of Transcribing Group Discussion Task in Promoting Autonomy and Oral Proficiency of University EFL Learners

Document Type : Research Paper

Authors

1 Chabahar Maritime University

2 Department of English, Zanjan Branch, Islamic Azad University

3 Department of English, Hidaj-Branch, Islamic Azad University, Hidaj, Iran

10.22034/elt.2020.10678

Abstract

This study investigated the effect of transcribing group-discussion tasks on the development of university students' autonomy and oral proficiency. A quasi-experimental research design was followed to compare the performances of four groups: two experimental groups and two control groups (each group divided into low and high proficiency students). The study lasted for 12 weeks, and the teacher assigned a classroom oral discussion task in each session. The students were divided into discussion groups of three or four students, with low and high proficiency learners in different groups. The participants had to record their group discussion tasks. Control groups’ students had to submit their recorded conversations to their instructor, but they did not do any post-task activity. However, the experimental groups’ students had to transcribe their recorded speaking tasks, to find their own and their peers' grammatical mistakes, and to correct them. Finally, while working in groups, students discussed the texts and reformulated their mistakes. Employing ANCOVA to analyze the results, researchers found that experimental groups significantly outperformed the students of the control groups on post-tests of oral proficiency and learner autonomy. Thus, transcription followed by reflection on inaccurate production contributed to the superior performance of participants in the experimental groups.

Keywords


Article Title [فارسی]

نقش پیاده سازی متون بحث های گروهی درتوسعه خودمختاری و مهارت گفتاری زبان آموزان انگلیسی در سطح دانشگاه

Authors [فارسی]

  • منصور گنجی 1
  • سکینه جعفری 2
  • مجید عسگری 3
1 گروه زبان انگلیسی، دانشکده مدیریت و علوم انسانی، دانشگاه دریانوردی و علوم دریایی
2 سکینه جعفری، گروه زبان انگلیسی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران
3 مجید عسگری، گروه زبان انگلیسی، واحد هیدج، دانشگاه آزاد اسلامی، هیدج، ایران
Abstract [فارسی]

این پژوهش به بررسی تاثیر پیاده سازی متون بحث های گروهی برتوسعه خودمختاری و مهارت گفتاری دانشجویان می پردازد. با استفاده از روش تحقیق شبه آزمایشی، عملکرد دو گروه شاهد و دو گروه کنترل که هر کدام شامل دانشجویانی با سطح مهارت پایین و بالای زبانی بودند، مورد بررسی و مقایسه قرار گرفت. مدت زمان اجرای آموزش در هر دو گروه دوازده هفته بود و دانشجویان در هر جلسه یک تمرین بحث شفاهی گروهی اجرا کردند. هر گروه شامل سه یا چهار دانشجو با سطوح مهارت پایین و بالای زبانی بود و تمامی گروهها باید بحث های گروهی هر جلسه را در کلاس ضبط میکردند. در گروه کنترل، دانشجویان فقط ملزم بودند فایل ضبط شده تمرین را به معلم خود تحویل داده و هیچ گونه تمرین تکمیلی نداشتند، ولی دانشجویان گروه شاهد علاوه بر ضبط مکالمه می بایست آنرا بصورت متن پیاده کرده، اشتباهات گرامری خود و هم گروهی هایشان را پیدا کرده و اصلاح می کردند. سپس بصورت گروهی این متون پیاده شده را بررسی کرده واشتباهات زبانی خود را به زبان بهتری ارایه می کردند.داده ها با استفاده از آزمون آنالیز کوواریانس تحلیل و بررسی شدند و نتایج تحقیق نشان داد که دانشجویان گروه شاهد در آزمون گفتاری و میزان خودمختاری بهتر از گروه کنترل عمل کردند. بنابراین، پیاده سازی متون بحث های گروهی به همراه تفکر و بازسازی اشتباهات گرامری منجر به عملکرد بهتر دانشجویان در مهارت گفتاری و میزان خودمختاری آنها در یادگیری زبان شد.

Keywords [فارسی]

  • خودمختاری زبان آموز
  • مهارت شفاهی
  • خوداصلاحی
  • هم سال اصلاحی
  • پیاده سازی متن
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