مقایسه کارآمدی روش های تدریس تعاملی-مشارکتی و غیر تعاملی کار-محور بر ترس از ارزیابی منفی زبان آموزان در کلاس های نامتجانس دانشگاهی

Subject Areas : آموزش زبان انگلیسی

نبی ا... اکبرنتاج شوب ¹ ( Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran )
قدرت ا... عباسی ² ( Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran )
بهرام میرزاییان ³ ( Department of Psychology, Sari Branch, Islamic Azad University, Sari, Iran )

Received: 2020-03-18 Accepted : 2020-03-18 Published : 2019-08-01

Keywords: ترس از ارزیابی منفی, کار, محور, روش تدریس تعاملی, روش تدریس غیرتعاملی, کلاسهای نامتجانس,

Abstract :

اهمیت یادگیری زبان انگلیسی در عصر علم، تکنولوژی، و ارتباطات کاملا آشکار است، لیکن یادگیری آن در جمع برای برخی فراگیران همراه با موانع روان شناختی است. این پژوهش به هدف بررسی مقایسه کارآمدی روش های تدریس تعاملی-مشارکتی و غیرتعاملی کار-محور بر کاهش ترس از ارزیابی منفی فراگیران صورت گرفت. جامعه آماری تحقیق ۴۲۰۰ دانشجوی بدون کنکور دانشگاه آزاد واحد بابل بودند که ۳۲۰ نفر از آنها طی فراخوان عمومی برای شرکت در کلاسهای زبان داوطلب شده که ۹۰ نفر از طریق نمونه گیریدر دسترس انتخاب و به صورت تصادفی در ۳ کلاس ۳۰ نفره (دو کلاس آزمایشی و یک کلاس کنترل) وارد شدند. قبل از شروع تدریس، پرسشنامه ترس از ارزیابی منفی لری (۱۹۸۳) با پایایی آلفای کرانباخ ۷۶۹/۰ آزمون شد و سپس آموزش در گروه آزمایشی اول با استفاده از روش تدریس تعاملی-مشارکتی کار-محور، در گروه آزمایشی دوم با روش تدریس غیرتعاملی کار-محور و در گروه کنترل با استفاده از روش تدریس معمول و سنتی در ۲۰ جلسه ۹۰ دقیقه ای صورت گرفت. پس از انجام پس آزمون ، تحلیل کوواریانس تک متغیره دو راهه (درون گروهی و بین گروهی) و آزمون تعقیبی توکی نشان داد که هر دو روش کار-محور با سطح معنا داری ۰۰۱/۰>  Pاز روش سنتی در گروه کنترل بهتر عمل کردند و در مقایسه دو گروه آزمایشی نیز، گروه برخوردار از روش تعاملی-مشارکتی با سطح معناداری ۰۰۱/۰>  Pاز گروه آزمایشی دوم بهره مند از روش تدریس غیر تعاملی کار-محور قوی تر عمل کرده است. 

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