Effects of Using Interactive Tasks on Iranian EFL Students’ Self-Monitoring, Self-Regulation, and Willingness to Communicate Using ICT Tools
محورهای موضوعی : نشریه زبان و ترجمه
Fereshteh Abkhoo
1
(
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
)
Roya Baharlooie
2
(
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
)
Hadi Salehi
3
(
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
)
Omid Tabatabaei
4
(
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
)
کلید واژه: strategy instruction, Interactive task, Self-monitoring strategy, Self-regulation strategy, Willingness to communicate strategy,
چکیده مقاله :
The current quasi-experimental quantitative study aimed to find out how interactive tasks could impact the Iranian EFL students’ self-monitoring, self-regulation, and willingness to communicate in a classroom setting. The study utilized there questionnaires, self-monitoring scale (SMS), self-regulated language learning scale (SRLLS), and willingness to communicate (WTC), to assess changes in interactive scores of 40 students in an experimental group with the interactive scores of 40 students in a control group. The results of this study, using the independent sample t-test, clearly revealed that the students with the interactive tasks mainly outperformed those with the regular instruction. In more, the study proposed that the interactive tasks were effective to improve the students’ achievement as well as alleviate and increase their performance through utilizing interactional competence. The findings of the research also indicated that the students were in an attempt to be the more adaptive and engaged learners which would be contributed to their learning. However, applying teaching methods should address interactive activities in an effective and meaningful way in a non-threatening environment in the classroom to increase engagement in the language classroom alongside the improvement of the students’ confidence and enhancing learning.
هدف مطالعه کمی شبه تجربی کنونی این بود که بفهمد چگونه تکالیف تعاملی می‌تواند بر خودنظارتی، خودتنظیمی و تمایل دانشجویان ایرانی زبان انگلیسی برای برقراری ارتباط در یک محیط کلاس تأثیر بگذارد. این مطالعه از پرسشنامه های سنجش مقیاس خود نظارتی (SMS)، مقیاس یادگیری زبان خودتنظیمی (SRLLS) و تمایل به برقراری ارتباط (WTC) به منظور ارزیابی تغییرات در نمرات تعاملی 40 دانش آموز در یک گروه آزمایشی با نمرات تعاملی استفاده کرد. از 40 دانش آموز در یک گروه کنترل. نتایج به‌دست‌آمده با استفاده از آزمون تی نمونه‌ای مستقل، به وضوح نشان داد که دانش‌آموزان دارای تکالیف تعاملی عمدتاً از دانش‌آموزان با آموزش عادی بهتر عمل می‌کنند. علاوه بر این، نتایج نشان داد که تکالیف تعاملی در بهبود پیشرفت دانش‌آموزان و کاهش و افزایش عملکرد آنها با استفاده از شایستگی تعاملی مؤثر است. همچنین نتایج نشان داد که دانش‌آموزان سعی می‌کنند فراگیران سازگارتر و درگیرتری باشند که به یادگیری آنها کمک می‌کند. یافته‌های این پژوهش حاکی از آن است که روش‌های تدریس باید به فعالیت‌های تعاملی به شیوه‌ای مؤثر و معنادار در محیط کلاسی غیرتهدیدکننده بپردازد تا در کنار بهبود اعتماد به نفس و افزایش یادگیری دانش‌آموزان، مشارکت در زبان کلاس را افزایش دهد.واژگان کلیدی: تکلیف تعاملی، راهبرد خود نظارتی، راهبرد خودتنظیمی، آموزش راهبرد، تمایل به برقراری ارتباط استراتژی
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