نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه اصفهان، اصفهان، ایران

2 دانشیار زبانشناسی کاربردی، گروه زبان و ادبیات انگلیسی، دانشکده زبانهای خارجی، دانشگاه اصفهان، اصفهان، ایران

3 دانشیار زبانشناسی کاربردی، گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه فردوسی مشهد، مشهد، ایران

10.22049/jalda.2026.30974.1875

چکیده

این پژوهش به بررسی تأثیر یادگیری ترکیبی (Blended Learning) و یادگیری مجازی (Virtual Learning) بر تمایل به برقراری ارتباط (Willingness to Communicate) و مهارت گفتاری زبان‌آموزان عراقیِ زبان انگلیسی به‌عنوان زبان خارجی پرداخت. در چارچوب یک رویکرد آمیخته، ۱۲۰ دانشجو از دانشگاه کربلا در این مطالعه مشارکت داشتند که به‌صورت تصادفی در سه گروه آموزش حضوری، مجازی و ترکیبی جای‌دهی شدند. داده‌های کمی از طریق پیش‌آزمون و پس‌آزمون گردآوری شد، در حالی‌که داده‌های کیفی از طریق مصاحبه‌های نیمه‌ساختاریافته با مدرسان زبان انگلیسی به‌دست آمد. یافته‌ها نشان داد که هر دو شیوه یادگیری ترکیبی و مجازی به‌طور معناداری تمایل به برقراری ارتباط زبان‌آموزان را افزایش دادند، بدون آن‌که تفاوت معناداری بین این دو روش مشاهده شود. با این حال، یادگیری ترکیبی در بهبود مهارت گفتاری نسبت به یادگیری مجازی اثربخشی بیشتری نشان داد. مدرسان عراقی زبان انگلیسی به‌طور کلی دیدگاه مثبتی نسبت به هر دو روش تدریس ابراز کردند، هرچند تمایل بیشتری به یادگیری ترکیبی داشتند. در مجموع، نتایج پژوهش حاکی از آن است که هر دو رویکرد مزایای قابل‌توجهی برای آموزش زبان انگلیسی به‌عنوان زبان خارجی فراهم می‌کنند، اما یادگیری ترکیبی به‌دلیل تلفیق مزایای آموزش حضوری و مجازی، به‌عنوان روشی اثربخش‌تر برجسته می‌شود. این یافته‌ها می‌تواند در طراحی راهبردهای مؤثر آموزش زبان انگلیسی با بهره‌گیری از شیوه‌های متنوع یادگیری مورد استفاده قرار گیرد.

کلیدواژه‌ها

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