تحلیل نظام‏ مند پژوهش‌های آموزش و یادگیری زبان به کمک فناوری در ایران

پرواضح است که جهان امروز با سرعت فزاینده‌ای در حال دگرگونی است. در چنین جهانی، تحول سریع فناوری‌ها و مسائل اجتماعی، منجر به بروز شیوه‌های آموزشی نوین و به طور خاص شیوه‌های نوین در آموزش زبان شده است. با توجه به گستردگی و تنوع جمعیت مشتاقان، فراگیری زبان فارسی و دشواری آموزش حضوری زبان فارسی برای علاقه‌مندان و عدم وجود منابع کافی و منطبق با فناوری‌های روز، ضرورت وجود منابع درسی مبتنی با فناوری‌های نو، در حوزه‌ آموزش زبان فارسی به عنوان زبان خارجی/ دوم احساس می‌شود. از آنجا که مطالعات تحلیلی نظام‌مند، پژوهش های مختلف را یک جا جمع آورده و تحلیل می‌کنند تا پژوهشگران، برنامه‌ مطالعاتی و سیاست‌های پژوهشی خود را بر اساس آن ها اتخاذ کنند. پژوهش حاضر، به تحلیل نظام مند پژوهش های انجام شده در زمینه‌ آموزش و یادگیری زبان، به کمک فناوری در داخل ایران می پردازد تا تصویری کلی از وضعیت فناوری در آموزش و یادگیری زبان‌ها در داخل ایران به ویژه آموزش و یادگیری زبان فارسی به کمک فناوری را ترسیم نماید. به این منظور، تمام نشریات داخلی مرتبط با زبان؛ شامل 42 عنوان از فهرست نشریات علمی – پژوهشی کشور انتخاب شدند و آرشیو شمارگان آن ها در فاصله‌ سال‌های 2010 تا 2022، مورد بررسی قرار گرفت. درنهایت، از میان 225 مقاله در زمینه‌ آموزش زبان به کمک فناوری، تنها 11 مورد درباره‌ آموزش زبان فارسی به کمک فناوری شناسایی شد. از مهم ترین یافته های این تحلیل، می توان به سهم اندک آموزش و یادگیری زبان فارسی از بهره مندی از فواید فناوری اشاره کرد.

systematic analysis of computer assisted language learning (call) research in iran

today’s world is evolving at an increasing speed. in such a world, the rapid evolution of technologies and social issues has led to the emergence of new educational methods, especially new language teaching methods. considering the wide and diverse population of language learners interested in persian language learning and the difficulty of face to face teaching in the current situation due to the covid 19 pandemic, the importance of developing and creating teaching resources and content based on the current digital needs in teaching persian as a foreign/second language is unavoidable. therefore, the present study aims to systematically analyze the studies conducted in computer assisted language learning (call) in iran to provide an overall perspective of the status of call in iran. to meet the aim, in the time span of 2010 to 2022, 42 academic journals which are certified by the ministry of science, research, and technology (msrt), focusing on language and language education, were selected. the researchers applied systematic analysis to review 225 articles which met the inclusion and exclusion criteria. the analysis revealed that only 12 articles were concentrated on persian language teaching and learning, which proved the small share of call research in persian language education in the iranian research context compared to english language.extended abstract:the application of technology into language learning and teaching, called computer assisted language learning (call), has gained popularity among language educators in recent decades, particularly during the covid 19 pandemic. therefore, many researchers have conducted various studies on diverse aspects of language education worldwide. likewise, iranian researchers have published massive studies on call. the researchers of this study believe that there should be a comprehensive analysis of the published papers focusing on call. therefore, this systematic review presents an overall picture of call studies in iran by concentrating on technological tools, research methods, data collection tools, taught languages, fields of studies, language skills and components, and theoretical frameworks. following a systematic analysis, we investigated 42 language related journals certified by the ministry of science, research, and technology in iran which focused on language teaching and learning in the time span of 2010 to 2022. after specifying the inclusion and exclusion criteria, the first author used keywords such as technology, computer, mobile, flipped classroom, blended learning, online, digital, and their combinations and reached 225 articles. at the beginning of the study and during the data collection stage, the first thing that was felt was the lack of call studies in general and the severe lack of such studies, specifically in the field of persian language education. however, in the last years of the adopted period, we saw a higher frequency of call studies in iran which might be due to the covid 19 pandemic and the need for more usage of educational technologies and online education. another reason can be the familiarity and access of teachers and language learners to educational technologies. the results also indicated that multimedia tools have the largest contribution to call studies. in other words, call researchers and educators prefer to use multimedia tools more than other technologies which might be due to their availability, affordability, and rudimentary nature of these tools compared to newer and more complex ones. among the studies that dealt with language skills and components, the largest share belongs to the writing skill and the least to the listening skill. data analysis also revealed that the first place among the data collection tools belongs to the pre/post tests (n=142), and questionnaires and interviews are in second and third places, respectively. the least used tool in data collection processes is researcher’s notes/journals (n=4). the studies fall within four main research method categories. the quantitative method has been the most popular research methodology (n=86). after that, mixed methods, qualitative, and literature review methods were placed in second to fourth positions. regarding the taught languages, the largest share of studies is devoted to the english language, equaling 193 studies out of 225 studies. interestingly, with 12 studies, persian language has taken a tiny share of studies. therefore, the need to research persian education with technology in a world that is moving toward using technology in all disciplines is an undeniable need. moreover, the results showed that a large number of studies focused on language skills and components, and in the second place on the psychological aspects, such as attitude, creativity, motivation, autonomy, self efficacy, self control, self regulation, cognitive and metacognitive processes or strategies, teachers’ teaching styles, personality type, willingness to communicate, to name a few. finally, many studies did not have a theoretical underpinning at all, and only 41 out of 225 studies enjoyed a theoretical framework in the form of a theory or model; among them, the most used was vygotsky’s sociocultural theory (n=12). in conclusion, the researchers suggested further studies on call, particularly in persian language teaching and learning. also, we believe that language researchers in other taught languages at iranian universities, including arabic, french, russian, and german, should start to investigate the benefits and barriers to call.