Enhancing the SHAD platform: Exploring the Emotional Influence of Telegram-supported supplementary tasks on Learners’ Happiness, Technostress, Autonomy, Growth mindfulness, and Resilience | ||
| Journal of Studies in Language Learning and Teaching | ||
| دوره 1، شماره 2، مهر 2024، صفحه 251-267 اصل مقاله (627.79 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22034/jsllt.2024.21648.1043 | ||
| نویسندگان | ||
| Ehsan Namaziandost* 1؛ Maria Shobeiry2؛ Tahereh Heydarnejad3 | ||
| 1Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran | ||
| 2Department of Applied Linguistics, University of Tehran, Tehran, Iran | ||
| 3Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran | ||
| چکیده | ||
| SHAD is a commonly utilized technological platform for educational purposes among children and adolescents in Iran. Yet, the ways to enrich it to enhance users’ psychological well-being have remained underexplored. This experimental study aimed to investigate the impacts of incorporating supportive tasks through the Telegram app into the SHAD platform on the happiness, technostress, autonomy, growth mindfulness, and resilience of 87 male intermediate English language learners aged 17 to 19 years over an academic semester. The participants were randomly assigned to an experimental group (EG) comprising 44 students and a control group (CG) consisting of 43 students who underwent pretest and posttest assessments. While the CG received standard online instruction via the SHAD platform, the EG received additional supportive tasks through the Telegram app alongside the standard instruction. A MANOVA analysis demonstrated that integrating Telegram as a supplementary tool within the SHAD platform significantly enhanced learners’ psychological well-being, increasing happiness, autonomy, growth mindfulness, and resilience while reducing technostress. These findings underscore the potential of integrating complementary technological tools to alleviate the negative repercussions, such as technostress, associated with educational technology and enhance positive psychological outcomes for learners. The implications of this study can guide the development and implementation of future educational technology initiatives, fostering a more supportive and empowering learning environment for students. | ||
| کلیدواژهها | ||
| Autonomy؛ Growth mindfulness؛ Resilience؛ SHAD application؛ Technostress | ||
| عنوان مقاله [English] | ||
| تقویت شبکه آموزشی دانشآموز)شاد): بررسی تأثیر عاطفی فعالیتهای تکمیلی پشتیبانی شده با تلگرام بر شادی، استرس تکنولوزی، خودمختاری، رشد ذهن آگاهی و تابآوری یادگیرندگان | ||
| نویسندگان [English] | ||
| احسان نمازیان دوست1؛ ماریا شبیری2؛ طاهره حیدرنژاد3 | ||
| 1گروه دروس عمومی، دانشگاه علوم پزشکی جندی شاپور اهواز، اهواز، ایران | ||
| 2گروه زبانشناسی کاربردی، دانشگاه تهران، تهران، ایران | ||
| 3گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه گناباد، گناباد، ایران | ||
| چکیده [English] | ||
| شاد (SHAD) یک شبکه تکنولوژیکی است که معمولاً برای اهداف آموزشی در میان کودکان و نوجوانان در ایران مورد استفاده قرار میگیرد، اما راههای تقویت آن برای افزایش سلامت روانی کاربران هنوز ناشناخته مانده است. این مطالعه تجربی با هدف بررسی تأثیر گنجاندن فعالیتهای حمایتی (جانبی) از طریق برنامه تلگرام در پلتفرم شاد (SHAD) بر شادی، استرس تکنولوزی، خودمختاری، رشد ذهن آگاهی و تابآوری (انعطاف پذیری) 87 زبانآموز پسر سطح متوسطه بین 17 تا 19 سال در طول یک ترم تحصیلی انجام شد. شرکتکنندگان بهطور تصادفی در دو گروه آزمایش (EG) شامل 44 دانش آموز و گروه کنترل (CG) متشکل از 43 دانش آموز، تحت ارزیابی پیش آزمون و پس آزمون قرار گرفتند. در حالی که گروه کنترل آموزش آنلاین استاندارد را از طریق برنامه شاد (SHAD) دریافت کرد، گروه آزمایش فعالیتهای پشتیبانی اضافی را از طریق برنامه تلگرام در کنار آموزش آنلاین استاندارد دریافت کرد. تجزیه و تحلیل MANOVA نشان داد که استفاده از تلگرام بهعنوان یک ابزار تکمیلی در شبکه SHAD بهطور قابلتوجهی سلامت روانی، شادی، خودمختاری، رشد ذهن آگاهی و تابآوری فراگیران را افزایش میدهد، و در عین حال استرس تکنولوزی را کاهش میدهد. این یافتهها بر پتانسیل یکپارچهسازی ابزارهای فنآوری مکمل برای کاهش پیامدهای منفی، مانند استرس تکنولوژیک، مرتبط با فناوری آموزشی و افزایش نتایج روانشناختی مثبت برای یادگیرندگان تأکید میکند. پیامدهای این مطالعه میتواند توسعه و اجرای ابتکارات فناوری آموزشی آینده را هدایت کند و محیط یادگیری حمایتی و توانمندتری را برای دانش آموزان ایجاد کند. | ||
| کلیدواژهها [English] | ||
| خودمختاری, رشد ذهن آگاهی, تاب آوری, شبکه آموزشی دانشآموز(شاد), استرس تکنولوژی | ||
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