د مقالې جانبي پينل

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د لوستلو شمېر : 447 راښکته کول : 447

د مقالې اصلي محتوا

خلاصه

این تحقیق تأثیر ابزارهای دیجیتال خوانش را بر درک متن، گسترش واژگان و میزان مشارکت ۵۹ محصل زبان انگلیسی به عنوان زبان خارجی (EFL) در سطح پیش‌میانی در پوهنتون کابل، افغانستان بررسی کرده است. این مطالعه با استفاده از روش ترکیبی (کمی و کیفی) انجام شده که در آن شرکت‌کنندگان به دو گروه تقسیم شدند: یک گروه دیجیتال (۳۵ نفر) که از کتاب‌های الکترونیکی و پلتفرم‌هایی مانند Google Classroom  استفاده کردند و یک گروه سنتی (۲۴ نفر) که از مواد چاپی بهره بردند. پس از دوازده هفته، نتایج آزمون‌های پیشین و پسین و پرسشنامه‌ی میزان مشارکت در خواندن نشان داد که گروه دیجیتال در درک مطلب و یادگیری واژگان نسبت به گروه سنتی عملکرد بهتری داشتند و میزان مشارکت آن‌ها در سه بُعد شناختی، احساسی و رفتاری بالاتر بود. مصاحبه با 10 محصل نشان داد که ابزارهای دیجیتال مزایایی مانند ارائه‌ی فوری معانی و استفاده از چندرسانه‌ای‌ها دارند، اما مشکلات فنی مانند کندی دانلود نیز مشاهده شد. در مقابل، گروه سنتی پایداری و ثبات منابع چاپی را مفید دانسته اما آن را کمتر جذاب ارزیابی کردند. این تحقیق پیشنهاد می‌کند که ابزارهای دیجیتال در صورت اجرای مناسب، می‌توانند مهارت خوانش زبان انگلیسی و انگیزه‌ یادگیری را بهبود بخشند و راهکارهای عملی را برای معلمان ارائه دهند.

کلیدي ټکي

ابزارهای دیجیتالی انگیزه آموزش زبان انگلیسی پوهنتون کابل درک متن یادگیری واژگان مشارکت

د مقالې جزئیات

د مخکښې کارولو مجوز

د حقوقو اعلامیه، ۲۰۲۴ کال، د کابل پوهنتون حقوقي مالکیت

د کرییټیو کامنز بای-انسایټ-ناکامرشل 4.0 نړیواله مجوز (نماد CC BY-NC 4.0)
څنګه استناد وکړو
نوری ع. (2025). بهبود تدریس مهارت خوانش در آموزش زبان انگلیسی به عنوان زبان خارجی با ابزارهای دیجیتال: تأثیرات بر درک متن، واژگان و میزان مشارکت. د کابل پوهنتون د ټولنیزو علومو علمي - څېړنیزه مجله, 7(4), 289–313. https://doi.org/10.62810/jss.v7i4.264
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