Impact of Problem-based Learning on Students’ Transactional Distance and Reading Comprehension Ability during Covid-19
محورهای موضوعی : نشریه زبان و ترجمه
سپیده برنجی
1
(Assistant Professor, Department of English, Osku Branch, Islamic Azad University, Osku, Iran)
کلید واژه: reading comprehension, Problem-Based-Learning, Transactional Distance ,
چکیده مقاله :
Transactional distance as an instrumental concept affects the learning process, particularly in distant education. This quasi-experimental study aims to implement problem-based learning (PBL) in EFL online education and investigate its impact on transactional distance and comprehension ability. Two groups of participants from the basic level participated in this study. One participated as an experimental group (N = 40) and the other as a control group (N = 40). The participants’ language proficiency was checked by the Ket English Test (KET). These two groups followed PBL and lecture-based methods respectively. These two groups accomplished pre-testing and post-testing on Transactional Distance Scale (RSTD) by Paul, Swart, Zhang, and MacLeod, (2015) and a reading comprehension test constructed by the researcher. Based on multivariate and one-way analysis of variance, the findings showed that the experimental group had a low level of transactional distance and a high level of comprehension ability. Practitioners should draw their attention to constructivists’ methods of teaching if they want to provoke deep meaningful learning in EFL educational contexts. The results of this study can demonstrate that it is possible to bring about changes in EFL educational settings to promote language learning and class is the main place where the change can occur.
فاصله تعاملی به عنوان یک مفهوم ابزاری بر فرآیند آموزش و یادگیری به ویژه در آموزش از راه دور تأثیر می گذارد. هدف این مطالعه شبه تجربی پیاده‌سازی یادگیری مبتنی بر حل مسئله در زمینه آموزش آنلاین زبان انگلیسی و بررسی تأثیر آن بر فاصله تعاملی و توانایی درک شرکت‌کنندگان در خواندن است. دو گروه از شرکت کنندگان از سطح پایه در این مطالعه شرکت کردند. یکی به عنوان گروه آزمایش (40 نفر) و دیگری به عنوان گروه کنترل (40 نفر) شرکت کردند. مهارت زبانی شرکت کنندگان با آزمون انگلیسی کت (KET) بررسی شد. گروه آزمایش و گروه کنترل به ترتیب از روش PBL و روش سخنرانی استفاده کردند. دو گروه پیش‌آزمون و پس‌آزمون را در تست های مربوط به فاصله تعاملی طراحی شده توسط پل، سوارت، ژانگ و مک لئود (2015) و درک مطلب طراحی شده توسط خود محقق انجام دادند. یافته ها بر اساس تحلیل واریانس چند متغیره و یک طرفه نشان داد که گروه آزمایش ازفاصله تعاملی پایین و توانایی بالا در درک مطلب برخوردار بود. اگر مدرسین می‌خواهند یادگیری معنادار عمیق را برانگیزند، باید توجه خود را به روش‌های تدریس سازنده‌گرا جلب کنند. نتایج این مطالعه نشان می‌دهد که امکان ایجاد تغییراتی در محیط آموزشی زبان انگلیسی برای ارتقای یادگیری زبان وجود دارد و کلاس اصلی‌ترین مکانی است که این تغییر می‌تواند رخ دهد.
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