Investigating Guided Discovery Learning and Personality Traits; Focusing on Speaking Confidence
محورهای موضوعی : نشریه زبان و ترجمه
Leili Darakhani
1
(
Malayer Branch, Islamic Azad University, Malayer, Iran
)
Peyman Rajabi
2
(
Malayer Branch, Islamic Azad University, Malayer, Iran
)
کلید واژه: personality, traits, Guided Discovery Learning, Speaking Self-confidence,
چکیده مقاله :
This research study aimed to discover the relationships between guided discovery learning (GDL),personality traits, and creating self-confidence in speaking confidence among Iranian EFL learners.For this purpose, 60 participants out of 150 were chosen through convenience random sampling fromtwo language schools in Tehran, Iran. They were assigned to experimental and control groups. Theteaching techniques of the experimental group were managed by the guided discovery method toestablish speaking confidence. Also, the ordinary technique was used to teach the control group. Aftercompleting a set of five-session treatments, the posttest on the speaking test was conducted.Questionnaires were then distributed among the participants within the allotted time. Finally, theresults obtained from the tests and the scales were gathered and analyzed through multiple regression.The findings revealed statistically significant differences in three variables in terms of speakingconfidence. Based on these results, the effectiveness of variables was ranked as follows: guided discoverylearning, personality traits, and self-confidence in speaking, in the order of their appearance. Moreover, theresults indicated that among the personality traits ‘extraversion’ made a significant contribution toIranian EFL learners’ self-confidence.
کار حاضر سعی در کشف رابطه بین یادگیری اکتشافی هدایت شده، ویژگی های شخصیتی و ایجاد اعتماد به نفس در هنگام سخن گفتن در میان زبان آموزان EFL ایرانی دارد. بدین منظور از بین 150 شرکت کننده تعداد 60 شرکت کننده از طریق نمونه برداری ساده تصادفی از دو دانشکده زبان در تهران، ایران، انتخاب شدند. آنها به دو گروه تجربی و شاهد تقسیم شدند. تکنیک های آموزشی گروه تجربی توسط روش اکتشافی هدایت شده جهت ایجاد اعتماد به نفس گفتاری مدیریت شدند. تکنیک معمولی برای تدریس به گروه شاهد انتخاب شد. پس از تکمیل یک مجموعه پنج جلسه ای، یک آزمون مهارت های گفتاری برگزار شد. پس از آن همه پرسشنامه ها در میان شرکت کنندگان در یک زمان اختصاص داده شده توزیع شدند. نهایتاً نتایج به دست آمده از آزمون ها و نمرات جمع آوری و مورد تحلیل قرار گرفتند. تحلیل رگرسیون چندگانه برای پاسخ به سؤالات به کار گرفته شد. یافته ها به لحاظ آماری تفاوت های معنی داری را در سه متغیر به لحاظ اعتماد به نفس گفتاری نشان دادند. براساس این نتایج، اثربخشی متغیرها براساس ظهور شان به صورت زیر رتبه بندی شد: یادگیری اکتشافی هدایت شده، ویژگی های شخصیتی و اعتماد به نفس. به علاوه، نتایج بیان کردند در میان ویژگی های شخصیتی برون گرایی سهم قابل ملاحظه ای در اعتماد به نفس زبان آموزان دارد.
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