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- 저자 : Hanieh Shafiee Rad (검색결과 2 건)
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Effect of PCaRD DGB Flipped Learning on EFL Learners’ Grammar Skill
Hanieh Shafiee Rad 아시아영어교육학회 2021 The Journal of Asia TEFL Vol.18 No.2
This research examines the employing of a Play Curricular Activity Reflection Discussion (PCaRD) and Digital Game-based (DGB) through flipped learning on the EFL learners’ grammar skills to improve their achievement and attitudes. The participants were 66 EFL female intermediate students in Iran; the research was conducted over 10 weeks. A PCaRD DGB flipped learning was used for the experimental group (N = 33), and a standard flipped classroom was used for the control group (N = 33). Both groups constructed using the same teacher, time, coursebook, and videos. The PCaRD DGB flipped learning provided mobile-based game apps and a game-based feedback mechanism in the form of collaborative response and created a setting in which learners could engage in more grammar activity, pay more attention to their answers, and improving their grammar skills. The results indicated that the PCaRD DGB flipped learning outperformed the standard flipped learning in grammar achievement and in terms of their positive attitudes. The researcher speculates that the PCaRD DGB flipped learning strengthens EFL learners’ grammar skills and a positive attitude.
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The Art of Captivating Writing: Exploring Digital Storytelling from a New Dimension
Hanieh Shafiee Rad 아시아테플 2024 The Journal of Asia TEFL Vol.21 No.1
While previous research has primarily focused on evaluating the effectiveness of digital storytelling (DST) itself, there is a dearth of knowledge regarding the impacts of flow, group engagement, and perceived instructional support on learners' DST experiences. Addressing this gap, the present study examines data collected from a sample of 225 students enrolled in DST-based writing courses. The results of this study indicate that learners' perceived instructional support significantly and positively influences their writing skills. Furthermore, the findings demonstrate that the relationship between instructional support and learning engagement is mediated by flow and group engagement. These findings underscore the significance of offering appropriate support to foster group engagement and facilitate students' flow experiences within the DST context. By shedding light on these less-explored aspects of the DST strategy, this study contributes to the existing literature in the field. It suggests that educators and instructional designers should consider the interplay of flow, group engagement, and instructional support when incorporating DST into their pedagogical practices. Understanding and effectively addressing these factors can enhance the learning experiences and outcomes of students engaged in DST-based writing activities. Further research is warranted to explore additional dimensions of DST and its impact on various educational contexts.
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