بررسی ارتباط بین میزان هویت پذیری معلمان زبان انگلیسی (فارسی‌زبان) با خودکارایی آنها و موفقیت زبان‌آموزان
محورهای موضوعی : زبان و ادب فارسی
عادل دست گشاده
1
(عضو هیأت علمی دانشگاه آزاد اسلامی واحد سنندج)
کلید واژه: خودکارایی, هویت پذیری, معلمان زبان انگلیسی فارسی زبان, possible selves development, self-efficacy, EFL teachers,
چکیده مقاله :
این مطالعه به بررسی ارتباط بین میزان هویت‌پذیری معلمان زبان انگلیسی (فارسی زبان) با خودکارایی آنها و موفقیت زبان آموزان پرداخت. هشتاد و هفت معلم از مؤسسات مختلف زبان در این مطالعه شرکت داشتند و به پرسشنامه‌هایی میزان هویت پذیری معلمان و خودکارایی پاسخ دادند. همچنین از شرکت کنندگان خواسته شد تا میانگین نمرات کسب شدۀ زبان‌آموزان خود در ترم قبل را ثبت نمایند. نتایج تحلیل داده‌ها وجود ارتباط موثرمعنی‌داری بین میزان هویت‌پذیری معلمان با میزان خودکارایی آنها و موفقیت زبان آموزان را نشان داد. تجزیه و تحلیل رگرسیون به منظور بررسی اینکه آیا مولفه‌های هویت پذیری میتواند میزان خودکارایی معلم و موفقیت زبان‌آموزان را پیش‌بینی کند، به کار گرفته‌شد. چهار زیر مجموعۀ هویت‌پذیری یعنی خودهای ایده‌آل، خودهای باید، خودهای واقعی و خودهای ترس به‌عنوان پیش‌بینی کننده‌های میزان خودکارایی معلم درنظر گرفته‌شد ورابطۀ مثبت معنی‌داری بین این زیر‌مجموعه‌ها و خودکارایی معلمان وجود داشت. اما تنها سه گروه از این زیر‌مجموعه‌ها شامل خودهای ایده آل، خودهای بایدو خودهای واقعی با میزان موفقیت زبان‌آموزان همبستگی مثبت معنی‌داری داشت. نتایج به دست آمده نشان داد که خودکارایی و نگرانی در خصوص پیشرفت زبان‌آموزان از عناصر کلیدی فرایند هویت‌پذیری معلمان زبان انگلیسی (فارسی زبان) است.
Teacher efficacy belief is an essential factor constructed from different sources and proved to be “powerfully related to many meaningful educational outcomes such as teacher persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy belief” (Tschannen-Moran & Hoy, 2001, p. 783). The present study was intended to investigate possible relationships of the development of EFL teachers’ possible selves with teacher efficacy and students’ achievement. Eighty-seven teachers selected from different Language Institutes participated in this study and filled in EFL teachers’ L2 Self Development Questionnaire as well as Teacher Self-Efficacy Scale (TSES). The participants were also requested to specify the mean scores of the achievement tests they administered to their students in the previous term. The results of data analysis indicated significant relationships of teachers’ possible selves development with their self-efficacy and students’ achievement. To investigate which components of possible selves might have more predictive power in predicting teacher’s self-efficacy and student’s achievement, regression analysis was run. The four subscales of possible selves – ideal, ought-to, actual, and feared selves- were found to be good predictors of teacher self-efficacy and only three subscales of possible selves including ideal, ought-to, and actual selves were strongly correlated with student’s achievement.
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