Document Type : Research Article

Authors

1 Associate Professor, Department of English,West Tehran Branch, Islamic Azad University, Tehran, Iran

2 Assistant Professor, Department of English,West Tehran Branch, Islamic Azad University, Tehran, Iran

3 Assistant Professor, Department of English, Fereshtegan International Branch, Islamic Azad University, Tehran, Iran

4 PhD Candidate in ELT, West Tehran Branch, Islamic Azad University, Tehran, Iran

5 PhD in ELT, Allameh Tabataba’i University, Tehran, Iran

Abstract

Problem-based Learning (PBL) is considered one of the instructional models of learning with many pedagogical advantages that can bridge the current traditional learning systems’ gaps. It is a method of learning in which the students start with a problem rather than the input provided by the teacher. The current study set out to investigate the major underlying factors of PBL from the Iranian English for Academic Purposes (EAP) students’ point of view. It also aimed at identifying their attitudes toward the different elements of PBL. The data were collected through a validated and piloted questionnaire based on Likert scale (Cronbach’s Alpha of 0.73) from among 379 Iranian EAP university students (196 male and 183 female) from soft and hard science fields of studies. The results of Exploratory Factor Analysis (EAP) showed that the students considered four different factors, namely (1) Project-Based Learning, (2) Collaborative Learning, (3) Use of Technology in Learning, and (4) Autonomous Learning. Moreover, the results of descriptive statistics also indicated that the Iranian students had a generally positive attitude toward PBL and believed that it would assist them in the process of language learning. Our findings can hold important implications for EFL teachers and materials developers and remind them to consider the students’ socio-cultural background and previous educational experiences and accordingly plan an apt curriculum based on the students’ needs and preferences.

Keywords

Main Subjects

Article Title [Persian]

نگرش زبان آموزان دانشگاهی نسبت به یادگیری مبتنی بر حل مسئله: جهشی به سوی دانشگاه های نسل چهارم

Authors [Persian]

  • دکتر مینو عالمی 1
  • دکتر مجتبی محمدی 2
  • دکتر حسام الدین قنبر 3
  • محدثه اصغری 4
  • دکتر عاطفه رضانژاد 5
  • ژیلا توتونچیان 4

1 دانشیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد تهران غرب، تهران، ایران

2 استادیارگروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد تهران غرب، تهران، ایران

3 استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد بین المللی فرشتگان

4 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد تهران غرب، تهران، ایران

5 دکتری آموزش زبان انگلیسی، دانشگاه علامه طباطبائی، تهران، ایران

Abstract [Persian]

یادگیری مبتنی بر حل مسئله یکی از روشهای آموزشی است که مزایای زیادی داشته و می تواند خلا یادگیری سنتی را پر کند. در واقع روشی است که در آن زبان آموزان به جای اینکه مدرس اطلاعات در اختیارشان بگذارد یادگیری را با مطرح کردن یک مسئله شروع می کنند. مطالعه حاضر به بررسی عوامل مهم این روش از نقطه نظر زبان آموزان ایرانی پرداخته است. همینطور نگرش آنها را نسبت به عناصر مختلف این روش سنجیده است. اطلاعات از 379 دانشجوی دانشگاه که شامل 196 پسر و 183 دختر بود و از رشته های مهندسی و علوم پایه و علوم انسانی و هنر بودند جمع آوری شد و نتیجه پایایی آن با روش آلفای کرونباخ 0.73 گزارش شد. نتایج تجزیه و تحلیل فاکتورهای اکتشافی 4 فاکتور یادگیری مبتنی بر پروژه، یادگیری مشارکتی، استفاده از فناوری در یادگیری، و یادگیری خودمختار را نشان داد. به علاوه نتایج آمار توصیفی حاکی از آن بود که زبان آموزان دانشگاهی ایرانی نگرش مثبتی نسبت به روش یادگیری زبان مبتنی بر حل مسله دارند و معتقدند به یادگیری زبانشان کمک می کند.

Keywords [Persian]

  • یادگیری مبتنی بر حل مسئله
  • زبان آموزان دانشگاهی
  • نگرش زبان آموزان ایرانی
  • دانشگاه نسل چهارم
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