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تأثیر رفتارهای حمایتی استقلال مدرسان زبان بر آمادگی زبان آموزان برای کسب استقلال | ||
| پژوهشهای زبانشناختی در زبانهای خارجی | ||
| دوره 11، شماره 1، خرداد 1400، صفحه 81-97 اصل مقاله (991.01 K) | ||
| نوع مقاله: علمی پژوهشی(عادی) | ||
| شناسه دیجیتال (DOI): 10.22059/jflr.2019.282107.632 | ||
| نویسندگان | ||
| مرضیه رضابیگی1؛ پرویز مفتون* 2؛ غلامرضا عباسیان3 | ||
| 1دکترای آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران | ||
| 2دانشیار آموزش زبان انگلیسی،دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران | ||
| 3استادیار آموزش زبان انگلیسی، دانشگاه امام علی(ع)، تهران، ایران | ||
| چکیده | ||
| این پژوهش به‌بررسی تاثیر رفتارهای حمایتی استقلال معلمان زبان انگلیسی بر آمادگی زبان‌آموزان برای کسب استقلال می‌پردازد. به‌این منظور، پرسشنامة آمادگی برای کسب استقلال در میان ۲۴۰ زبان‌آموز سطح متوسط در پنج آموزشگاه شهر کرمانشاه در ایران توزیع و جمع‌آوری شد. سپس محققان چهار معلم را براساس هشت اصل ارتقا استقلال نظریه خودسازماندهی در هشت جلسه دو الی سه ساعته آموزش دادند و زبان‌آموزان شرکت‌کننده را به‌دو گروه آزمایش و کنترل ۱۲۰ نفره تقسیم کردند. گروه آزمایش طی شش ماه تحت آموزش زبان توسط چهار معلم تعلیم دیده قرار گرفتند. گروه کنترل نیز به‌کلاس‌های معمول خود ادامه دادند. پرسشنامه آمادگی برای کسب استقلال مجدداً در دو گروه آزمایش و کنترل اجرا شد و نتایج آن با پرسشنامه اولیه مقایسه شد. نتایج تحلیل آمار نشان داد که رفتارهای حمایتی استقلال معلمان گروه آزمایش در پنج زمینه تغییر و بهبود ایجاد کرده است که همگی اجزای مفهوم استقلال می‌باشند: مسئولیت‌پذیری بیشتر، شناخت خود به‌عنوان یک یادگیرنده، شناخت بهتر محیط یادگیری، آشنایی بیشتر با مراحل یادگیری، و آغازگری بیشتر در فعالیتهای منجر به‌یادگیری. کاربردهای آموزشی این مطالعه مورد بحث قرار گرفته‌اند. | ||
| کلیدواژه‌ها | ||
| استقلال؛ رفتارهای حامی استقلال؛ نظریه خودسازماندهی؛ نقش معلم؛ مسولیت پذیری؛ دانش فراشناختی؛ فعالیتهای یادگیری خودآغازگرانه | ||
| عنوان مقاله [English] | ||
| On the Effect of EFL Teachers’ Autonomy-Supportive Behaviors on EFL Learners’ Readiness for Autonomy | ||
| نویسندگان [English] | ||
| Marzieh Rezabeigi1؛ Parviz Maftoon2؛ Gholamreza Abbasian3 | ||
| 1Department of English, Faculty of foreign languages, Islamic Azad University, Science and Research branch, Iran, Tehran | ||
| 2English Department, Faculty of foreign languages, Islamic Azad University, Science and Research branch, Tehran, Iran | ||
| 3English Department, Imam Ali University, Tehran, Iran | ||
| چکیده [English] | ||
| The present study aimed to explore the effect of EFL teachers’ autonomy supportive behaviors on Iranian EFL learners’ readiness for autonomy. To this end, readiness for autonomy questionnaire (RFAQ) was administered to 240 intermediate EFL learners at five language institutes in Kermanshah, Iran. Then, the researchers trained four EFL teachers based on eight autonomy supportive strategies of self-determination theory (SDT) and devided the participants to two groups of 120 EFL learners. Afterwards, trained teachers attended their classes using the SDT autonomy-supportive strategies. RFAQ was administered to both experimental and control groups for the second time six months later after the experimental group experienced autonomy supportive behaviors. The data analyses revealed that EFL teachers’ autonomy supportive behaviors resulted in an improvement in the five domains determined in the learners’ questionnaire: learners’ acceptance of more responsibility, knowledge about themselves as learners, better knowledge of learning context, a better command of learning process, and more self-initiated learning activities. Implications are discussed.The present study aimed to explore the effect of EFL teachers’ autonomy supportive behaviors on Iranian EFL learners’ readiness for autonomy. To this end, readiness for autonomy questionnaire (RFAQ) was administered to 240 intermediate EFL learners at five language institutes in Kermanshah, Iran. Then, the researchers trained four EFL teachers based on eight autonomy supportive strategies of self- | ||
| کلیدواژه‌ها [English] | ||
| Autonomy, Autonomy-supportive behaviors, Self determination theory, Teacher's role, Acceptance of responsibility, Meta-cognitive knowledge, Self-initiated learning activities | ||
| مراجع | ||
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