الأثر المدرك للتدريب المعتمد على نموذج ثلاثي الأبعاد (TRIPLE E) في تعلم وتعليم النطق باللغة الإنجليزية
DOI:
https://doi.org/10.35516/Hum.2026.8938الكلمات المفتاحية:
تعليم النطق، استراتيجيات التدريس، تفاعل الطلبة، التعليم الابتكاريالملخص
الهدف: تهدف هذه الدراسة إلى استقصاء الأثر المدرك للتدريب المعتمد على نموذج "ثلاثي الأبعاد (TRIPLE E) في تعلم وتعليم النطق باللغة الإنجليزية من خلال استعراض آراء المحاضرين والطلبة في الجامعات الأردنية.
المنهجية: استخدمت الدراسة منهجية مختلطة، حيث شارك ستة محاضرين جامعيين في مقابلات، فيما انضم ثلاثة آخرون إلى جلسات مجموعات تركيز لتقييم فعالية التدريب بنموذج "ثلاثي الأبعاد". كما تضمنت الدراسة ملاحظات صفية (N=6 حالات) لتتبع دمج الفوائد المدركة في ممارسات تعليم النطق. وتم توزيع استبيان على عينة من الطلبة المشاركين (N=322) إلى جانب إجراء ست جلسات نقاش ضمن مجموعات التركيز .(N=6)
النتائج: أظهرت النتائج أن ورش العمل المستندة إلى نموذج "ثلاثي الأبعاد" أحدثت تأثيرات إيجابية كبيرة على تعليم النطق، حيث برز دور أدوات تكنولوجيا المعلومات والاتصالات واستراتيجيات التدريس المدعومة بمعايير إرشادية محددة في هذا التحول. وأسهم ذلك في انتقال دور المحاضرين نحو التيسير، مما عزز بيئات تعليمية تفاعلية تتجاوز حدود الصفوف التقليدية. كما لاحظ الطلبة أن أدوات مثل YouGlish وRose Medical كانت دقيقة وموفرة للوقت، مما زاد من التفاعل والدافعية والتعلم الذاتي، وحسّن من مهارات النطق خارج نطاق التعليم التقليدي.
الخلاصة: بناءً على النتائج، توصي هذه الدراسة بدمج تطبيقات النطق والأدوات التعليمية التفاعلية لتمكين الطلاب من ممارسة النطق بشكل مستقل، سواء داخل الفصل الدراسي أو خارجه. كما توصي بتوفير فرص تطوير مهني مستمر للمحاضرين، مثل ورش العمل TRIPLE E، لتزويدهم بمعرفة TPACK وتعزيز التدريس الموجه نحو الطالب. يشجع هذا النهج الطلاب على تحمل مسؤولية تعلم نطقهم من خلال الممارسة الذاتية والتغذية الراجعة الفورية.
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كيفية الاقتباس
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