نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد تبریز، تبریز، ایران
2 استاد آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشکده زبان های خارجی، دانشگاه آزاد اسلامی واحد تبریز، تبریز، ایران
3 دانشیار آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشکده زبان های خارجی، دانشگاه آزاد اسلامی واحد تبریز، تبریز، ایران
چکیده
این تحقیق ترکیبی، سهم یادگیری مشارکتی محتوا (CCL) را برای دانشجویان دختر و پسر ایرانی رشتۀ آموزش زبان انگلیسی با تمرکز بر ادراک آنها، از نظر موفقیت‌های بالا و پایین، تفاوت‌های جنسیتی و چالش‌های آنها در یادگیری مشارکتی محتوا در نظر گرفت. برای دستیابی به اهداف این مطالعه، 60 شرکت کننده مرد و زن که محدوده سنی آنها از 23 تا 35 سال در سطح کارشناسی ارشد بود، شرکت کردند. آنها بومی زبانهای آذری، فارسی و کردی بودند. برای جمع‌آوری داده‌های مورد نیاز از پرسش‌نامه ادراک، نمرات امتحان نهایی برای تعیین رتبه‌های بالا و پایین و مصاحبه استفاده شد. یافتههای این مطالعه نشان داد که بیش از نیمی از فراگیران بر این باور بودند که یادگیری مشارکتی محتوا در زمینه آموزش و یادگیری زبان انگلیسی مهم است و محتوای دروس زمانی که روی آن محتوا به طور مشترک کار می‌کنند برای آنها قابل درک‌تر است.علاوه بر این، نتایج نشان داد که بین ادراک دانشجویان پسر و دختر از حیث اثربخشی یادگیری مشارکتی محتوا از نظر آماری تفاوت معناداری وجود ندارد.در نهایت، تجزیه و تحلیل داده‌های به‌دست‌آمده از مصاحبه‌ها نشان داد که فراگیران مرد در یادگیری مشارکتی محتوا دارای چالش‌های روش‌شناختی هستند، در حالی که فراگیران زن دارای چالش‌های ارتباطی هستند. یافتههای پژوهش حاضر میتواند برای دانشجویان و معلمان پیامدهایی داشته باشد.
کلیدواژه‌ها
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