استراتژی های آموزش ترکیبی در راستای خودتنظیمی دانش آموزان در مهارت نوشتاری

Subject Areas : All areas of language and translation

Saeed Kheiri ¹ , Hassan Solaimani ² , Ali Asghar Rostami Abu Saeedi ³ , Manoochehr Jafarigohar ⁴

1 - 1Ph.D., Ministry of Education, Alborz, Iran
2 - English Department, Payameh Noor University, Tehran, Iran
3 - English Department, Shahid Bahonar University of Kerman, Iran
4 - English Department, Payameh Noor University, Tehran, Iran

Received: 2021-12-16 Accepted : 2022-01-03 Published : 2022-04-01

Keywords: خودتنظیمی, آموزس ترکیبی, توسعه مدل آموزشی, مهارت نوشتار,

Abstract :

آموزش ترکیبی در ایران محیط جدید یادگیری برای معلمان و فراگیران زبان ایجاد کرده است. این پژوهش با هدف تدوین مدل آزمایشی استراتژی های آموزش ترکیبی در راستای خود تنظیمی زبان آموزان ایرانی در مهارت نوشتاری انجام شد. برای رسیدن به این مدل، تئوری برخاسته از داده  به عنوان طرح روش شناسی انتخاب شد که بر مبنای آن 94 معلم و استاد زبان انگلیسی از آموزشگاه ها و دانشگاههای استان البرز مصاحبه شدند. در این پژوهش رویکرد کثرت گرایی داده ها علاوه بر مصاحبه، از تحلیل مستندات، مشاهدات و یادداشت برداری استفاده شد. داده های جمع آوری شده از طریق سه فرایند کد گذاری در تئوری برخاسته از داده ها (کد گذاری باز، محوری و انتخابی) انجام گردید. مدل پیشنهادی، استراتژی های تحت وبی هستند که زبان آموزان ایرانی می توانند استفاده نمایند تا نویسنده آکادمی شوند و استراتژی های تحت وبی که می تواند زبان آموزان ایرانی را در چارچوب یادگیری خود تنظیمی قرار دهند و همچنین آموزش های تحت وبی که از طریق آن زبان آموزان می توانند نویسندگان آکادمیک خود تنظیم باشند. داده های تجزیه و تحلیل شده، مدل سازی و در مدل آزمایشی قرار داده شد. نتایج نشان داد که یادگیری ترکیبی می تواند به نویسندگان به عنوان یک مشارکت کننده و نه فقط یک مقلد و مهمتر از آن در تقویت مهارت نوشتاری به صورت مستقل کمک کند. همچنین یافته ها می تواند برای معلمان و اساتید دانشگاه کاربرد داشته باشد. کلید واژه ها: آموزس ترکیبی، توسعه مدل آموزشی، خودتنظیمی، مهارت نوشتار

References:

Arnold, N., & Ducate, L. (2006). Future foreign language teachers' social and cognitive collaboration in an online environment. Language Learning and Technology, 10(1), 42-46.

Ary, D., Jacobs, L. C., Sorenson, C. K., & Razavieh, A. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wadsworth: Cengage Learning.

Aydin, Z., & Yildiz, S. (2014). Use of wikis to promote collaborative EFL writing. Language Learning & Technology, 18(1), 160-180.

Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of educational psychology, 96(3), 523-535.

Bakery, M. S., & Alsamadani, H. A. (2014). Improving the persuasive essay writing of students of Arabic as a foreign language: Effect of self-regulation strategy development. Procedia-Social and Behavioral, 182, 89-97.

Benson, P. (2011). Teaching and researching: Autonomy in language learning (2nd ed.). London: Pearson Education.

Bowen, G. A. (2009). Social capital, social funds and poor communities: an exploratory analysis. Social Policy & Administration, 43(3), 245-269.

Brandura, A. (1986). Social foundations of thought and action: A social cognitive theory (Vol. 1986). Englewood Cliffs, NJ: Prentice-Hall.

Bunch, G. C., Kibler, A., & Pimentel, S. (2012). Realizing opportunities for English learners in the common core English language arts and disciplinary literacy standards. Paper presented at the Understanding Language Conference, Stanford University, Stanford, CA.

Butler, D. L., & Cartier, S. C. (2005). Multiple complementary methods for understanding self-regulated learning as situated in context. Paper presented at the Annual Meetings of the American Educational Research Association, Montreal, QC, Canada.

Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: Strategies for remote learning. Information and Learning Sciences, 121( 5/6), 321-329.

Chamot, A. U. (2009). The CALLA handbook: Implementing the cognitive academic language learning approach. New York Allyn & Bacon.

Cohen, A., & Macaro, E. ( 2007). Learner strategies. Oxford: Oxford University Press.

Cotterall, S. (2008). Autonomy and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 110-120). Cambridge: Cambridge University Press.

Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of educational psychology, 100(4),907-919.doi:10.1037/a001265.

Dettori, G., & Persico, D. (2011). Fostering self-regulated learning through ICT. Hershey, NY: IGI global.

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow, England: Pearson Longman.

Dunn, M., & Finley, S. (2010). Exploring children’s thoughts about writing: Offering storytelling, visual arts, and keyboarding to promote narrative story writing. Multicultural Education, 18 (1), 33-42.

Elola, I., & Oskoz, A. (2010). Collaborative writing: Fostering foreign language and writing conventions development. Language Learning & Technology, 14(3), 51-71.

Ennis, R. P., Jolivette, K., & Boden, L. J. (2013). STOP and DARE: Self-regulated strategy development for persuasive writing with elementary students with E/BD in a residential facility. Education and Treatment of Children, 36(3), 81-99.

Farajollahi, M., & Moenikia, M. (2010). The study of relation between students support services and distance students’ academic achievement. Procedia-Social and Behavioral Sciences, 2(2), 4451-4456.

Fung, Y. M. (2010). Collaborative writing features. RELC journal, 41(1), 18-30.

Ginns, P., & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning. The Internet and Higher Education, 10(1), 53-64.

Graham, S., & Hebert, M. (2010). Writing to read: Evidence for how writing can improve reading: A report from Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Graham, S., & Harris, K. R. (2005). Writing better: Effective strategies for teaching students with learning difficulties. Baltimore, MD: Paul H. Brookes Publishing Co.

Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A Meta-analysis of writing instruction for students in elementary grades. Journal of educational psychology, 104, 879-896.

Griffiths, C. (2013). The strategy factor in successful language learning. Bristol, UK: Multilingual Matters.

Hammann, L. (2005). Self-regulation in academic writing tasks. International journal of teaching and learning in higher education, 17(1), 15-26.

Harris, K. R., Danoff Friedlander, B., Saddler, B., Frizzelle, R., & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. The Journal of Special Education, 39(3), 145-157.

Harris, K. R., Graham, S., & Mason, L. H. (2003). Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on exceptional children, 35(7), 1-16.

Hashey, A. I., Miller, K. M., & Foxworth, L. L. (2020). Combining Universal Design for Learning and Self-Regulated Strategy Development to Bolster Writing Instruction. Intervention in School and Clinic, 105341220 91 0733.

Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.

Hooper, S. R., Roberts, J. E., Nelson, L., Zeisel, S., & Kasambira Fannin, D. (2010). Preschool predictors of narrative writing skills in elementary school children. School Psychology Quarterly, 25(1), 1-12. doi: 10.1037/a0018329

Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79-95.

Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91-109.

Lee, L. (2004). Learners' perspectives on networked collaborative interaction with native speakers of Spanish in the US. Language Learning & Technology, 8(1), 83–100.

Loyens, S. M., & Gijbels, D. (2008). Understanding the effects of constructivist learning environments: Introducing a multi-directional approach. Instructional science, 36(5), 351-357.

Mevarech, Z. R., & Kramarski, B. (2003). The effects of metacognitive training versus worked‐out examples on students' mathematical reasoning. British Journal of Educational Psychology, 73(4), 449-471.

Milner, A. R., Bloom, M. A., & Koehler, C. (2015). The STEM road map for grades K-2. Routledge

Mitchell, K. M., McMillan, D. E., & Rabbani, R. (2019). An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing. The Canadian Journal for the Scholarship of Teaching and Learning, 10(2).

Narciss, S., Proske, A., & Koerndle, H. (2007). Promoting self-regulated learning in web-based learning environments. Computers in human behavior, 23(3), 1126-1144.

Newman, B., & Newman, P. (2020). Theories of adolescent development. Academic Press

Nodoushan, M. (2012). A structural move analysis of discussion sub-genre in applied linguistics. Paper presented at the International Conference on Languages, E-Learning and Romanian Studies, Lund, Lund University.

Oxford, R. L. ( 2011). Teaching and researching language learning strategies. Harlow, Essex. UK: Pearson Longman.

Oxford, R. L., & Schramm, K. (2007). Bridging the gap between psychological and sociocultural perspectives on L2 learner strategies. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 47-68). Oxford, UK: Oxford University Press.

Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175.

Pedrotti, M., & Nistor, N. (2019). How students fail to self-regulate their online learning experience. In S. M., B. J., P.-S. V., I. A. & S. J. (Eds.), Transforming learning with meaningful technologies (pp. 377-385): Springer.

Petrić, B., & Czárl, B. (2003). Validating a writing strategy questionnaire. System, 31(2), 187-215.

Rubin, J. (2001). Language learner self-management. Journal of Asian Pacific Communication, 11(1), 25-37.

Rubin, J. (2005). The expert language learner: A review of good language learner studies and learner strategies. In K. Johnson (Ed.), Expertise in Second Language Learning and Teaching (pp. 37-63). Basingstoke, UK: Palgrave Macmillan.

Samanian, S., & Roohani, A. (2018). Effects of self-regulatory strategy development on efl learners’ descriptive writing and reflective thinking. Research in English Language Pedagogy, 6, 95-116.

Samar, R. G., Kiany, G., & Chaleshtori, M. (2015). Promoting self-regulated learning in Iranian postgrads’ English writing classes using an automated essay scoring software. Journal of Global Research in Education and Social Science, 4(2), 69-79.

Seaman, G., & Gaines, N. (2013). Leveraging digital learning systems to flip classroom instruction. Journal of Modern Teacher Quarterly, 1, 25-27.

Storch, N. (2004). Using activity theory to explain differences in patterns of dyadic interactions in an ESL class. Canadian Modern Language Review, 60(4), 457-480.

Straub, C., & Alias, A. (2013). Next generation writing at the secondary level for students with learning disabilities. Teaching Exceptional Children, 46(1), 16-24.

Sun, Y.-C., & Chang, Y.-j. (2012). Blogging to learn: Becoming EFL academic writers