تأثیر تعامل معلم و زبان آموز در پیشرفت تحصیلی و یادگیری زبان: بررسی شیوه های خودتنظیمی در بستر تغییرات اجتماعی - فرهنگی
محورهای موضوعی : خانواده
1 - استادیار گروه زبان‌انگلیسی، واحد ملکان، دانشگاه آزاداسلامی، ملکان، ایران.
کلید واژه: پیشرفت تحصیلی, طرح پژوهشی همبستگی, یادگیری خودمحور, مدل معادلات ساختاری, تعامل معلم و زبان آموز,
چکیده مقاله :
مقالۀ حاضر با هدف بررسی تعامل بین معلم و زبان‌آموزان که نقش مهمی در یادگیری و موفقیت تحصیلی آنها در مطالعۀ زبان انگلیسی به عنوان زبان خارجی دارد، انجام شده است. به این منظور راهکارهای یادگیری خودتنظیمی و تاثیر غیر‌مستقیم آن در بستر تغییرات اجتماعی – فرهنگی مورد بررسی قرار گرفته است. نمونه‌ای متشکل از ۲۱۸ زبانآموز )۱۰۲ مرد و ۱۱۶ زن( از میان ۶۴۵ زبانآموز انتخاب شده‌اند.این افراد بین دامنۀ سنی ۱۸ الی ۴۵ و از بین دانشجویان رشتۀ زبان انگلیسی دانشگاه آزاد تبریز انتخاب شدند. برای گردآوری داده‌ها از پرسشنامه‌های یادگیری خودتنظیمی و تعامل بین معلم و دانش‌آموز و هم چنین از معدل آنها استفاده شد و داده‌های جمع‌آوری شده با استفاده از آزمون‌های همبستگی و تحلیل عاملی بررسی و تحلیل شدند. روش آزمون فرضیۀ مدل معادلات ساختاری نشان داد که رابطۀ بین معلم و زبانآموز به صورت مستقیم و چشمگیری بر روی پیشرفت تحصیلی آنها تأثیر می‌گذارد (0.45=r). به علاوه، نتایج به دست آمده نشانگر این بود که تأثیر رابطۀ بین تعامل معلم و زبانآموز در پیشرفت زبان‌آموزان به واسطۀ تأثیر یادگیری خود تنظیمی انجام شده است(0.47 =r) . مشارکت سببی عوامل اجتماعی که شامل تعامل بین معلم و زبانآموز و یادگیری خودتنظیمی است در پیشرفت تحصیلی آنها اثبات شد. این نتایج ضرورت توجه جدی برنامه‌ریزان آموزشی، مشاوران، و معلمان به موضوع پیشرفت تحصیلی فراگیران با استفاده از راهکارهایی چون افزایش میزان‌تعامل‌و‌یادگیری‌خودتنظیمی‌را‌نشان‌می‌دهد
To investigate the contributive effect of teacher-student interaction in EFL learners' academic achievement, the researcher employed a correlational research design. The main purpose of the current study was to survey the effects of using self-regulated learning strategies in social-cultural domain. In this study the learners' interaction with their teachers were considered as the direct influential factor in their academic growth while their self-regulation played a mediated role in academic achievement. A sample of 218 EFL learners (male = 102 and female = 116), with an age range of 18 to 45, was drawn with the aid of a prior sample size calculator for the structural equation models from 645 students. They were enrolled at Islamic Azad University, Tabriz Branch. In order to obtain the required data, teacher-student interaction questionnaire, self-regulated learning questionnaire, and learners' GPA were utilized. The data were analyzed using path analysis and correlational analysis methods via utilizing Lisrel software. The structural equation model (SEM) hypothesis testing procedure exposed that the teacher-student interaction directly and significantly influenced learners' academic accomplishments (r=.45). Equally, the obtained results designated that the effect of the teacher-student interaction on EFL learners' academic achievement is mediated by the impacts of SRL (r=.47). Congruently, the obtained consequences specified that the theorized model fits the data. The causal contribution of social factors, consisting of the teacher-student interaction and SRL, to EFL learners’ academic achievement was validated. The discoveries of this research have required material writers and developers, counselors, and teachers to seriously pay attention to learns' academic growth through using strategies such as increasing the amount of their interaction with the teacher and self-regulated learning.
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