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زمانی, فخری, طالبی, بهنام. (1400). تبیین اثرات استفاده زبان آموزان از شبکه های اجتماعی مجازی بر درگیری تحصیلی آنان با رویکرد PLS. فناوری آموزش, 16(1), 49-58. doi: 10.22061/tej.2021.6136.2339
فخری زمانی; بهنام طالبی. "تبیین اثرات استفاده زبان آموزان از شبکه های اجتماعی مجازی بر درگیری تحصیلی آنان با رویکرد PLS". فناوری آموزش, 16, 1, 1400, 49-58. doi: 10.22061/tej.2021.6136.2339
زمانی, فخری, طالبی, بهنام. (1400). 'تبیین اثرات استفاده زبان آموزان از شبکه های اجتماعی مجازی بر درگیری تحصیلی آنان با رویکرد PLS', فناوری آموزش, 16(1), pp. 49-58. doi: 10.22061/tej.2021.6136.2339
زمانی, فخری, طالبی, بهنام. تبیین اثرات استفاده زبان آموزان از شبکه های اجتماعی مجازی بر درگیری تحصیلی آنان با رویکرد PLS. فناوری آموزش, 1400; 16(1): 49-58. doi: 10.22061/tej.2021.6136.2339

تبیین اثرات استفاده زبان آموزان از شبکه های اجتماعی مجازی بر درگیری تحصیلی آنان با رویکرد PLS

فناوری آموزش
مقاله 4، دوره 16، شماره 1 - شماره پیاپی 61، دی 1400، صفحه 49-58    اصل مقاله (689.13 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2021.6136.2339
نویسندگان
فخری زمانی؛ بهنام طالبی*
گروه علوم تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
تاریخ دریافت: 04 خرداد 1400،  تاریخ بازنگری: 02 مهر 1400،  تاریخ پذیرش: 16 آبان 1400 
چکیده
پیشینه و اهداف: کاربرد فن‌آوری اطلاعات و ارتباطات در مدارس از نمادهای هوشمندسازی کلاس‌های درس است که با ظهور شبکه‌های اجتماعی مجازی نمود بیشتری پیدا کرده و با شیوع بیماری کووید 19، فراگیر شده است. یکی از پیامدهای عمده این فراگیری، کاربرد فن‌آوری اطلاعات و ارتباطات در مدارس است که می‌تواند موجب ارتقاء درگیری تحصیلی دانش‌آموزان باشد. هدف از پژوهش حاضر تبیین اثرات استفاده زبان‌آموزان از شبکه‌های اجتماعی بر درگیری تحصیلی آنان در یادگیری زبان انگلیسی می‌باشد.
روش‌ها‌: این تحقیق از نظر هدف، کاربردی و از نظر ماهیت، توصیفی از نوع همبستگی است. جامعه آماری در این تحقیق شامل کلیه زبان‌آموزان مشغول به تحصیل در کانون زبان ایران – شعبات تبریز به تعداد 1874 نفر می‌باشد که در ترم بهار 1396 مشغول به تحصیل زبان انگلیسی بوده‌اند. از این تعداد براساس جدول کرجسی و مورگان و ابتدا با استفاده از روش نمونه‌گیری تصادفی طبقه‌ای و به‌طور مساوی برحسب شعبات کانون و در مرحله بعد با روش نمونه‌گیری تصادفی طبقه‌ای نسبی برحسب جنسیت، تعداد 204 نفرشامل 90 نفر دختر و 114 نفر پسر انتخاب شده‌اند. معیار ورود به مطالعه، حضور منظم در کلاس‌های آموزشی و امتحانات میان ترم و پایان ترم و نیز تمایل به ادامه مشارکت در پژوهش و ارائه اطلاعات بوده و معیار خروج از پژوهش، عدم حضور منظم در کلاس‌ها و یا عدم تمایل به ارائه اطلاعات بوده است. ابزار مورد استفاده در این پژوهش، پرسش‌نامه درگیری تحصیلی (96/0₌α) و پرسش‌نامه استفاده آموزشی از شبکه اجتماعی (96/0₌α) بوده است. هر دو پرسش‌نامه براساس طیف لیکرت و 5 درجه‌ای می‌باشد. به‌منظور تجزیه و تحلیل داده‌ها، از آزمون روابط ساختاری و پیش بینی با نرم افزار PLS و در سطح معناداری 05/0 استفاده شده است.
یافته‌ها: شاخص‌های توصیفی نشان داد: میانگین درگیری تحصیلی82/93±2/14، میانگین درگیری رفتاری  27/30±  41/4، میانگین درگیری هیجانی  8/33 ± 8/5، میانگین درگیری شناختی 57/29 ± 47/5، میانگین استفاده آموزشی از شبکه اجتماعی برای فعالیت کلاسی 97/22 ± 7/9، میانگین استفاده آموزشی از شبکه اجتماعی برای فعالیت فراکلاسی 38/33 ± 95/8 می‌باشد. استفاده از آزمون روابط ساختاری با نرم افزار PLS نشان داد: درگیری تحصیلی، درگیری رفتاری و درگیری هیجانی زبان‌آموزان با افزایش میزان استفاده آموزشی آنان از شبکه اجتماعی برای فعالیت کلاسی، افزایش می‌یابد (05/0₌P). درگیری تحصیلی و درگیری هیجانی زبان‌آموزان با افزایش میزان استفاده آموزشی آنان از شبکه اجتماعی برای فعالیت فراکلاسی، افزایش می‌یابد(05/0₌P). اثرات استفاده آموزشی زبان‌آموزان از شبکه اجتماعی برای فعالیت کلاسی، بر درگیری شناختی و استفاده آموزشی زبان‌آموزان از شبکه اجتماعی برای فعالیت فراکلاسی، بر درگیری رفتاری و درگیری شناختی معنادار نمی‌باشد (05/0< P). با توجه به ضریب تعیین تصحیح شده می‌توان 17 درصد تغییرات درگیری تحصیلی را براساس میزان استفاده آموزشی زبان‌آموزان از شبکه اجتماعی پیش‌بینی نمود.
نتیجه‌گیری: با افزایش کاربست فن‌آوری‌های مبتنی بر شبکه اجتماعی مجازی در کلاس درس، برنامه‌ریزی اصولی و تنظیم محتوای مناسب می‌توان درگیری تحصیلی را در زبان‌آموزان ارتقاء داد. راه اندازی نرم‌افزارهای مختلف آموزشی در دوران شیوع کرونا، فرصت مناسبی برای استفاده متناسب از فن‌آوری اطلاعات و ارتباطات در مدارس و کلاس‌های آموزش زبان خارجی در مراکز آموزش زبان می‌باشد که سرمایه‌گذاری مناسبی برای ارتقاء درگیری تحصیلی در کلاس‌های درس خواهد بود. 
کلیدواژه‌ها
درگیری تحصیلی؛ شبکه های اجتماعی؛ مجازی درگیری رفتاری؛ درگیری شناختی؛ درگیری عاطفی
موضوعات
آموزش الکترونیکی
عنوان مقاله [English]
Explaining the effects of language learners' use of virtual social networks on their academic engagement with PLS approach
نویسندگان [English]
F. Zamani؛ B. Talebi
Department of Educational Sciences, Faculty of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده [English]
Background and Objectives:  The use of information and communication technology in schools is one of the symbols of classroom intelligence which has become more prominent with the advent of virtual social networks and has become widespread with the outbreak of Covid-19 pandemic. One of the major results of this pandemic  is that the application of information and communication technology in schools can  lead to the promotion of students' academic engagement. The purpose of this study is to explain the effects of language learners' use of social networks on their academic engagement in learning the English language.
Methods: This research is applied in terms of purpose and descriptive and correctional in nature. The statistical population in this study includes all of the 1874 language learners in Iran Language Center - Tabriz Branches, who were studying English in the spring semester of 2016. From this number of students, based on Krejcie and Morgan table, 204 people including 90 girls and 114 boys were selected, first using the stratified random sampling method equally according to the branches of the Center and in the next stage, using the relative stratified random sampling method according to gender. The criteria for inclusion in the study were regular class attendance and taking the mid-term and  final exams as well as the interest  in continuing  participating in the research and providing the required information. Moreover, the criteria for exclusion from the study were lack of class attendance or lack of interest in providing the required information. The instruments used in this study were the Academic Engagement Questionnaire (α₌0.96) and the Educational Use of Social Networks Questionnaire (α₌0.96). Both questionnaires are based on the Likert scale and 5 degrees. In order to analyze the data, the test of structural relationships and prediction with PLS software at the significance level of 0.05 was used.
Findings: Descriptive statistics showed that the average academic engagement was 93.82 ±14.2, the average behavioral engagement was 30.27 ± 4.41, the average emotional engagement was 33.8 ± 5.8, the average cognitive engagement was 29.57 ± 5.47, the average educational use of social network for classroom activities was 22.97 ± 9.7, the average educational use of the social network for extracurricular activities was 33.38 ± 8.95 respectively. The use of structural relationships test with PLS software showed that there was an increase in the students' academic engagement, behavioral engagement and emotional engagement with increasing their educational use of social network for classroom activities (p₌0.05). Moreover, there was an increase in academic engagement and emotional engagement of students with an increase in their educational use of social network for extracurricular activities (p₌0.05). The effects of learners’ educational use of social networks for classroom activities  on their cognitive engagement and the effect of the learners' educational use of social networks for extracurricular activities on their behavioral engagement and cognitive engagement were not significant (p >0.05). According to the corrected coefficient of determination (0.17), changes in academic engagement can be predicted based on the educational use of language learners of the social network.
Conclusion: By increasing the use of technologies based on virtual social networks  in the classroom, principled planning and appropriate content regulation can improve academic engagement in language learners. Launching various educational software applications during the Covid-19  pandemic is a good opportunity for appropriate use of information and communication technology in schools and foreign language classes in language teaching centers which will be a good investment to promote academic engagement in language classrooms.
کلیدواژه‌ها [English]
Academic Engagement, Virtual, Social Networks, Behavioral Engagement, Cognitive Engagement, Emotional Engagement
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