توسعه فعالیت ها ی تعاملی خود نظارتی، خودتنظیمی و تمایل به برقراری ارتباط با استفاده از ابزار ICT در دانشجویان ایرانی زبان انگلیسی

Subject Areas : Applied Linguistics

Fereshte Abkhoo ¹ , Roya Baharlooei ² , Hadi Salehi ³ , Omid Tabatabaei ⁴

1 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
3 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
4 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran

Received: 2022-04-12 Accepted : 2022-08-09 Published : 2022-12-01

Keywords:

Abstract :

این مطالعه طراحی ترکیبی برای به دست آوردن بینشی در مورد تکالیف تعاملی در حال توسعه در دانشجویان زبان انگلیسی زبان انگلیسی از نظر خود نظارتی، خودتنظیمی و تمایل به برقراری ارتباط در سیستم آموزشی انجام شده است. این مطالعه داده‌ها را با استفاده از پرسشنامه‌های سنجش مقیاس خود نظارتی (SMS)، مقیاس یادگیری زبان خودتنظیمی (SRLS) و تمایل به برقراری ارتباط (WTC) جمع‌آوری کرد تا تفاوت‌های نمرات تعاملی 40 دانش‌آموز در یک گروه آزمایشی را با روش تعاملی محاسبه کند. نمرات 40 دانش آموز در یک گروه کنترل. این مطالعه یک روش کیفی مبتنی بر مصاحبه را با فراگیران زبان انگلیسی اتخاذ کرد که در تحقیق شرکت کردند و تا چه حد می‌توانستند به آموزش دست یابند و با یافته‌های قابل توجهی دریافت کنند. بر این اساس، مطالعه به عنوان ارزیابی شخصیت، مصاحبه های نیمه ساختاریافته را با 40 دانش آموز در یک گروه آزمایشی و 40 دانش آموز در گروه کنترل برای بررسی باورهای انگیزشی دانش آموزان و نگرش آنها نسبت به فعالیت هاتعاملی مؤثر بر عملکرد آنها در یادگیری و کمک به آنها در برقراری ارتباط موفق ایجاد کرد. . با توجه به نتایج پژوهش، با استفاده از آزمون تی نمونه مستقل، تکالیف تعاملی می تواند آموزش مناسب و توسعه حرفه ای را تسهیل کند. یافته اصلی مطالعه مربوط به تأثیر فعالیت های تعاملی در بهبود نگرش مثبت نسبت به فعالیت هاتعاملی بود و برای یادگیری زبان مفید بود. بر اساس تجزیه و تحلیل نگرشی به عنوان نتایج این مطالعه، با استفاده از نمونه مصاحبه رونویسی شده با کدگذاری (یک عصاره) به وضوح مشخص شد که دانش آموزان با فعالیت هاتعاملی عمدتاً از دانش آموزان با آموزش معمولی بهتر عمل می کنند. علاوه بر این، یافته‌های تحقیق نشان داد که پیشرفت دانش‌آموزان از نظر انگیزه، خودمختاری و توانمندی بهبود یافته است که به یادگیری آنها کمک می‌کند. با این حال، این مطالعه نشان داد که معلمان می توانند صحبت های مشارکتی تحصیلی و همچنین رفتار اجتماعی- عاطفی دانش آموزان را در محیط های آموزشی و یادگیری خود برای به اشتراک گذاشتن احساس امنیت، ریسک کردن و لذت بردن از تأثیرات سازنده افزایش دهند. 

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