Comparative Impacts of Mindsettings on EFL Learners' Grammar Achievement
محورهای موضوعی : نشریه زبان و ترجمه
Hojat Sarlak
1
(PhD Candidate, Department of ELT and Translation, Karaj Branch, Islamic Azad University,Karaj, Iran)
Farid Ghaemi
2
(Assistant Professor, Department of ELT and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran)
Mohamad Hashamdar
3
(Assistant Professor, Department of ELT and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran)
کلید واژه: Fixed mindset, Grammar achievement, Growth mindset, Mindsetting, Mixed mindset,
چکیده مقاله :
The present study was conducted to investigate the comparative impacts of three types of EFL teach- ers' mindsettings on EFL learners' grammar achievement. The participants of the study were English Translation undergraduate students (both female and male with the age ranging of 18-35) who were selected according to convenience non-random sampling from three classes of English Grammar 1 at both Islamic Azad Universities of Karaj and Shahriyar. The total number of students in each class was 30. The course lasted 16 successive sessions. Participants were assigned into three experimental groups. The researchers provided interventions in terms of Fixed-mindsetting (Experimental group 1), growth-mindsetting (Experimental group 2), and mixed-mindsetting (Experimental group 3) to teach English grammar to them. The independent variables in this study were human mindsets which were grouping variables to three levels of mixed-mindset, growth-mindset, and fixed-mindset. The depen- dent variable was EFL learners' grammar achievement. At the end, a same grammar test was adminis- tered among participants in all three groups and it was demonstrated that the students in growth- mindsetting group outperformed significantly higher than those of the other two groups. This study includes a variety of instructional implications for both EFL teachers and EFL learners.
پژوهش حاضر جهت بررسی مقایسه ای تاثیر انواع طرز فکر روی یادگیری گرامر توسط زبان آموران انگلیسی به عنوان زبان خارجه صورت پذیرفت. شرکت کنندگان در این پژوهش از بین دانشجویان مقطع کارشناسی تربیت مترجم زبان انگلیسی (آقایان و خانم ها با محدوده سنی 18 تا 35 سال) به صورت نمونه گیری غیرتصادفی از سه کلاس دستور و نگارش یک در دانشگاه های آزاد اسلامی کرج و شهریار انتخاب شدند. تعداد شرکت کنندگان در هر گروه سی نفر بود. این دوره به صورت شانزده جلسه متوالی برگزار شد. شرکت کنندگان در سه گروه آزمایشی سازماندهی شدند. پژوهشگران از سه نوع طرز فکر به ترتیب در غالب سه گروه آزمایشی یک (طرز فکر ثابت)، گروه آزمایشی دو (طرز فکر رشدیافته)، و گروه آرمایشی سه (طرز فکر ترکیبی) برای آموزش گرامر بهره مند شدند.متغیرهای مستقل سه نوع طرز فکر ثابت، رشد یافته و ترکیبی و متغیر وابسته یادگیری گرامر انگلیسی بودند. در پایان دوره شرکت کنندگان در هر سه گروه آزمایشی در یک آزمون گرامر یکسان شرکت نمودند و پس از تحلیل آماری داده ها مشخص شد شرکت کنندگان در گروه آزمایشی طرز فکر رشد یافته به شکل چشمگیری عملکرد بهتری نسبت به شرکت کنندگان در دو گروه دیگر داشتند. این پژوهش شامل مجموعه ای از دلالت های آموزشی برای معلمان و زبان آموزان انگلیسی به عنوان زبان خارجه است.
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