نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری آموزش زبان فارسی به غیرفارسی‌زبانان، گروه زبان‌شناسی، دانشکدۀ ادبیات فارسی و زبان‌های خارجی، دانشگاه علامه طباطبائی،
2 استاد گروه زبان‌شناسی، دانشکدۀ ادبیات فارسی و زبان‌های خارجی ، دانشگاه علامه طباطبائی، تهران، ایران.
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
This study was conducted to examine the relationship between Persian learners’ engagement and their learning of Persian vocabulary in use within blended online environments and to compare the effectiveness of three blended learning models: flipped classroom, station rotation, and enriched virtual. The research was applied in nature and employed a quasi-experimental pretest–posttest design with independent groups. The statistical population consisted of 45 beginner-level Persian learners at the Hayat al-Nufous Institute (Iraqi nationality), who were selected through purposive convenience sampling and equally divided into three instructional groups. The data collection instruments included a Persian vocabulary in use test (pretest and posttest), the standardized Online Student Engagement Scale (Dixson, 2015), and performance data from the Google Classroom learning management system. The data were analyzed using descriptive statistics, one-way analysis of variance (ANOVA), Tukey’s post-hoc test, Pearson’s correlation coefficient, and effect-size calculation. The findings showed that all three models led to progress in vocabulary learning; however, the station rotation group achieved the highest mean posttest score (M = 21.80) and the highest level of engagement (M = 71.8). Furthermore, a significant positive correlation between engagement and vocabulary learning was observed only in the station rotation model. Overall, the results indicate that a phase-based, interactive, and feedback-oriented design in the station rotation model can play an effective role in enhancing engagement and improving learning in fully online environments.
کلیدواژه‌ها [English]
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