فهرست مطالب سمیه صاحب الزمانی

Educational experts posit that technology-based experiences can augment students’ academic performance and foster their critical thinking ability. In this study, the efficacy of human-mediated and non-human-mediated environments was compared in terms of Kolb’s experiential learning cycle, concerning the critical thinking, reading comprehension, and vocabulary development of young English language learners. Over a period of four months, two groups of 60 learners (30 in each group) were exposed to mediation via two modalities: teacher-made and computer-made mediators. Pre-tests and post-tests were deployed to gauge learners’ progress in critical thinking, reading comprehension, and vocabulary development. The findings evinced those learners who received technology-mediated instruction outperformed the teacher-mediated group in terms of critical thinking, vocabulary development, and reading comprehension. It is evident that learners who interacted with a computer mediator trumped those who interacted with a human-made mediator, i.e., the teacher. This could be attributed to the alluring features of non-human mediators (technology), which are evidently more compelling than their human counterparts.

As the result of a rapidly evolving, technology-saturated world, individual development has become increasingly noteworthy. This development makes education systems accountable to incorporate 21st-century skills, especially critical thinking skill into their experiential learning curricula. There may be a divergence between what students learn in school and what they experience to get through the real world and to handle the real-life participations conforming to the unpredictable changes in the world and educational systems. This pressurizes educational sectors to improve and expand their educational instruction processes in an innovative and creative design which helps students to acquire experiences and develop the required life skills. To prepare students to be sufficiently constructive in their personal and social life, education should change its focus from merely content and academic development to individual and non-academic development according to different methods and diverse theories. One of these theories is experiential learning. As the name implies, learning by doing involves students acting and honing their language skills in and out of the classroom. To manage this, teachers must cultivate a culture of creativity, problem-solving and engagement in the classroom by the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from or generated by observation, experience, reflection, reasoning, or communication as a guide to belief and action. The purpose of this study was to find out the impact of technology-integrated experiential leaning on reading comprehension and critical thinking of English language learners (aged 10) in one of the primary schools in Kerman.

This study was quasi-experimental in terms of research method, using pre-test and post-test design with experimental and control groups who were chosen randomly. The independent variable in this study was technology-integrated experiential learning, and the dependent variables were learners' critical thinking and reading comprehension. Over four months, two groups of 60 learners (30 students in each group) were exposed to experiential learning in two forms of technology-mediated and traditional classrooms. The instruction in both groups was based on experiential learning theory by Kolb (1984). In the experimental group, the activities were done using technology potentials, and in the control group, the activities were done using classroom potentials. Pre-tests and post-tests were used to measure learners’ improvements in reading comprehension and Naieni’s (2005) questionnaire was acquired to assess learner’s level of critical thinking.  

The results of the Shapiro-Wilk test showed that the equality of variances was established, and the normality of the data distribution was confirmed. According to the findings obtained from the homogeneity of variances test, the assumption of homogeneity of variances was also confirmed. The results of covariance analysis showed that there was a significant difference between the post-test scores of reading comprehension in the technology-integrated experimental group and the traditional control group. Therefore, experiential learning based on technology had a significant effect on improving students' reading comprehension (P < 0.01). Because the square of partial Eta, which is equal to (partial ɳ2= 0.81), expressed the tremendous effect of experience on the basis of technology. In addition, there was a significant difference between the average scores of the technology-integrated group and the traditional control group in connection with the post-test of critical thinking. Although both groups improved in the level of critical thinking, but combining experiential learning with technology had a more significant effect on improving critical thinking. Learners in the experimental group (P < 0.01) with the partial square root equal to (partial ɳ2= 0.90) indicated a significant effect.

The present research showed that learning by experience through the integration of technology is extremely significant for language learning. Additionally, it highlights the possibility of research and its effectiveness not only for school achievement but also for developing personal skills and critical thinking in primary school students. Even though experiential learning is effective in improving students' comprehension and critical thinking, combining classes with technology through learning management systems is a more effective way to increase students' understanding and critical thinking. It is hoped that the present research play a significant role in helping identify effective educational factors based on experience.