Multimedia Use in EFL Courses: Learners’ Motivation and Academic Performance
محورهای موضوعی : نشریه زبان و ترجمهVahdat Karimi 1 , Mohammad Alipour 2 , Sajad Shafie 3
1 - Department of English٫Faculty of Humanities٫ Shahrekord Branch٫ Islamic Azad University٫ Shahrekord٫ Iran
2 - Department of English Language Teaching, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
3 - Department of English٫Faculty of Humanities٫ Shahrekord Branch٫ Islamic Azad University٫ Shahrekord٫ Iran
کلید واژه: performance, motivation, Multimedia education,
چکیده مقاله :
The purpose of the present study was to investigate the impact of multimedia use in Class on EFL Learners’ educational motivation and academic performance. For this purpose, 80 EFL Learners were selected through cluster sampling method and randomly divided into two experimental groups and a control group, each with 40 students. Harter's (2005) academic achievement motivation questionnaire and researcher-made academic performance questionnaire were used. The research method was quasi-experimental and the data were analyzed using SPSS software version 23. In this study, the statistical method of analysis of covariance was used. The results of the ANCOVA analysis showed that the effect of multimedia teaching method on the academic motivation of learners in Ahvaz after removing the effect of the pre-test (F = 4.69) was significant. Also, the effect of multimedia teaching method on the academic performance of learners after removing the effect of the pre-test (F = 9.56) was significant. The findings of the present study provide some directions for the improvement of the EFL learners’ academic performance by utilizing the benefits of multimedia teaching instruction in a classroom setting.
هدف پژوهش حاضر بررسی تأثیر استفاده از چند رسانه ای در کلاس بر انگیزه آموزشی و عملکرد تحصیلی زبان آموزان زبان انگلیسی بود. بدین منظور 80 نفر از زبان آموزان انگلیسی به روش نمونه گیری خوشه ای انتخاب و به طور تصادفی در دو گروه آزمایش و یک گروه کنترل هر کدام با 40 دانش آموز قرار گرفتند. از پرسشنامه انگیزش پیشرفت تحصیلی هارتر (2005) و پرسشنامه عملکرد تحصیلی محقق ساخته استفاده شد. روش تحقیق نیمه تجربی بود و داده ها با استفاده از نرم افزار SPSS نسخه 23 مورد تجزیه و تحلیل قرار گرفت و در این پژوهش از روش آماری تحلیل کوواریانس استفاده شد. نتایج تحلیل ANCOVA نشان داد که تأثیر روش تدریس چندرسانه ای بر انگیزه تحصیلی فراگیران شهر اهواز پس از حذف تأثیر پیش آزمون (69/4 = F) معنی دار بود. همچنین تأثیر روش تدریس چند رسانه ای بر عملکرد تحصیلی فراگیران پس از حذف تأثیر پیش آزمون (56/9 = F) معنی دار بود. یافته‌های مطالعه حاضر برخی از جهت‌گیری‌ها را برای بهبود عملکرد تحصیلی فراگیران زبان انگلیسی با استفاده از مزایای آموزش چندرسانه‌ای در محیط کلاس ارائه می‌دهد.
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