مدل ساز ی معادلات ساختار ی رابطه بین ذهنی زبان آموزان و ویژگی ها ی فرد ی: مورد خودکارآمد ی ، خودمختار ی ، تفکر انتقادی

Subject Areas :

Samira Soltani ¹ ( English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran )
Fariba Rahimi Esfahani ² ( English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran )
Sajad Shafiee ³ ( English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran )

Received: 2023-08-27 Accepted : 2023-10-18 Published : 2023-10-01

Keywords: خودمختاری یادگیرنده, تفکر انتقادی. ذهنیت زبانی, خودکارآمد ی,

Abstract :

این مطالعه با هدف بررسی تعدادی از اهداف انجام شد: بررسی کرد که آیا خودکارآمدی ، استقلال یادگیرنده ، و تفکر انتقادی نقش مهمی در پیشبی نیذهنی ت زبان زبان آموزان EFL دارند یا خیر. همچنین روابط مستقیم و غیرمستقیم بین تمامی متغیرهای فوق را مورد بررسی قرار داد. برای دستیابیبه این اهداف، از طرح پیمایش همبستگی استفاده شد. پرسشنامه های نظرسنجی )پرسشنامه راهبردهای انگ یزشی برای یادگیری (MSLQ) ،پرسشنامه خودمختاری یادگیرنده ، آزمون مهارت های تفکر انتقادی کالیفرنی ا (CCTST) و پرسشنامه ذهنی ت ها ی زبانی (LMI) بر روی بیش از700 زبان آموز زبان انگلیسی متوسطه مرد و زن که از طریق نمونه گیری آسان انتخاب شده بودند، اجرا شد. موسسات زبان در اصفهان، ایران وداده های مورد نیاز جمع آوری و با روش تحلیل مسیر در محیط SmartPLS مورد تجزیه و تحلیل آماری قرار گرفت. این یافته پیامدهای مفیدیبرای معلمان زبان دارد. ذهنیتها ی رشد باید برای اجرای صح یح مداخلات ذهنی توسط آنها گرفته شود و مدلسازی شود تا فراگیران بتوانندظرفیتهای انعطافپذ یر خود را به عنوان بازتابی از تلاشهای خود درک کنند. یادگیرنده ای که به موفقی ت آنها در زندگی کمک می کند.یادگیرندگانی که برا ی افزای ش خودکارآمدی تحت مداخله ذهن یت رشد قرار میگیرند ، از موفقیت تحص یلی بی شتر و تعهد به یادگیری بهره خواهند برد .کلمات کلید ی: تفکر انتقادی. ذهنی ت زبانی ؛ خودمختاری یادگیرنده ؛ خودکارآمد ی

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