تأثير روش توصيف تصاوير ديجيتال بر دانش ارتباطات بينا فرهنگي زبان‌ آموزان انگليسي به عنوان زبان خارجي

The Effect of Digital Image Guide on EFL Learners’ Intercultural Communicative Competence

هدف پژوهش حاضر، تعيين تأثير روش توصيف تصاوير ديجيتال بر دانش ارتباطات بينافرهنگي زبان‌آموزان انگليسي به عنوان زبان خارجي است. روش پژوهش، روش شبه‌آزمايشي و طرح آن به صورت پيش‌آزمون پس‌آزمون با گروه كنترل است. ابتدا دانش ارتباطات بينافرهنگي گروه آزمايش وكنترل به‌وسيله پيش‌آزمون سنجيده شد سپس گروه آزمايش تحت آموزش جديد قرار گرفتند، سپس پس‌آزمون اجرا شد. در اين پژوهش، پيش‌آزمون و پس‌‌آزمون پرسشنامه دانش ارتباطات بينافرهنگي است. جامعه پژوهش، دانشجويان ترم اول رشته علم اطلاعات و دانش شناسي دانشگاه رازي كرمانشاه در سال تحصيلي 1399 است كه زبان انگليسي را به‌عنوان زبان خارجي مي‌آموختند. با استفاده از روش نمونه‌گيري دردسترس دو گروه 11 نفره (گروه آزمايش و گروه كنترل) به-عنوان نمونه انتخاب گرديد. يكي از پژوهشگران در طي 9 جلسه 30 دقيقه‌اي از طريق تصاوير به زبان‌آموزان آموزش داد. براي تجزيه و تحليل داده‌ها از تحليل كوواريانس استفاده شد. با توجه به ميانگين نمرات گروه آزمايش كه در پس‌آمون افزايش داشته است و با توجه به نتايج تحليل كوواريانس كه نشان از معناداري تفاوت نمرات دارد، مي‌توان گفت كه با استفاده از روش توصيف تصاوير ديجيتال، ميزان دانش ارتباطات بينافرهنگي و مؤلفه‌هاي آن در زبان‌آموزان افزايش يافته است، درنتيجه با استفاده از روش توصيف تصاوير ديجيتال، مي‌توان دانش ارتباطات بينافرهنگي را آموزش داد.

Objective: Different people may have different perceptions of the same image. The purpose of this s tudy is to determine the effect of digital image guide, a method of teaching in the field of visual literacy, on improving Iranian EFL learners’ intercultural communicative competence. Method: This s tudy employed a quasi-experimental research design with pre-tes t/ pos t-tes t control group. The participants were drawn from a pool of firs t semester s tudents of Knowledge and Information Science major at Razi University of Kermanshah in the academic year 1399. The participants who were attending a mandatory general English course were selected via convenient sampling method. Twenty-two learners qualified to take part in the s tudy, with 11 being assigned to the experimental group and 11 to the control group. The two groups were firs t pre-tes ted on their intercultural communicative competence, and then the experimental group received nine 30-minute training sessions which involved the use of digital image guide. The images used in this s tudy were selected from Getty Images and Flickr sites The two groups were pos t-tes ted on their intercultural communicative competence at the end of the treatment period. The obtained data were s tatistically analyzed to determine the effect of the treatment, that is, the improvement in the learners’ intercultural communicative competence. Results: Analysis of covariance showed a significant difference between experimental and control group concerning the mean scores on the pre- and pos t-tes t, meaning that using the digital images guide helped improve the learners’ intercultural communicative competence and its components. Conclusion: Intercultural communicative competence and visual literacy are becoming increasingly important in this era in which communication between people from different countries has been made significantly easier thanks to advancements in technology. The results of this s tudy showed that using digital images guide can increase the level of visual literacy and intercultural communicative competence, in other words, the increase in visual literacy can lead to a higher level of intercultural communicative competence. Nowadays, a lot of educational activities are happening on the Internet and via multimedia devices which are composed of many images. It is, therefore, essential that our s tudents are taught visual literacy in order to be able to unders tand the messages conveyed these images. The authors of this article recommend that educational sys tems adopt s trategies to create visually literate s tudents who can see the deeper meanings in what they see (or hear) which in turn can help them gain a higher level of intercultural communicative competence.