Blended Learning Strategies and EFL Learners’ Self-Regulation in Academic Writing
محورهای موضوعی : نشریه زبان و ترجمه
Saeed Kheiri
1
,
Hassan Solaimani
2
,
Ali Asghar Rostami Abu Saeedi
3
,
Manoochehr Jafarigohar
4
1 - 1Ph.D., Ministry of Education, Alborz, Iran
2 - English Department, Payameh Noor University, Tehran, Iran
3 - English Department, Shahid Bahonar University of Kerman, Iran
4 - English Department, Payameh Noor University, Tehran, Iran
کلید واژه: Writing, Self-regulation, Blended learning, Putative model development,
چکیده مقاله :
Blended learning in Iran has provided a novel learning milieu for language learners and teachers. This study examined how blended learning writing strategies might contribute to the self-regulation of EFL learners in their writing performance. To this end, grounded theory was used as thestudy's systemic methodology. Ninety-four Iranian EFL teachers were purposively selected through Writing Strategies and e-Learning Experience questionnaires. The participants were further interviewed to provide information on the blended learning strategies which can contribute to the self-regulation of the learning process. To enrich the data, the interviews were triangulated with some document analyses, observations, and field notes. The collected data were analyzed through open, axial, and selective coding processes in grounded theory. The results included some web-based strategies that Iranian EFL learners can take into account in order to become academic writers, some web-based strategies which might put Iranian EFL learners into the self-regulated learning frame, and some web-based strategies through which Iranian EFL learners can become self-regulated academic writers. The entire analyzed data were modeled and put into a putative frame. The results revealed that blended learning helps EFL writers in becoming contributors rather than just followers in the development of their compositions, and more importantly, in developing their self-regulated writing skills. The findings can have implications for teachers and students alike.
آموزش ترکیبی در ایران محیط جدید یادگیری برای معلمان و فراگیران زبان ایجاد کرده است. این پژوهش با هدف تدوین مدل آزمایشی استراتژی های آموزش ترکیبی در راستای خود تنظیمی زبان آموزان ایرانی در مهارت نوشتاری انجام شد. برای رسیدن به این مدل، تئوری برخاسته از داده به عنوان طرح روش شناسی انتخاب شد که بر مبنای آن 94 معلم و استاد زبان انگلیسی از آموزشگاه ها و دانشگاههای استان البرز مصاحبه شدند. در این پژوهش رویکرد کثرت گرایی داده ها علاوه بر مصاحبه، از تحلیل مستندات، مشاهدات و یادداشت برداری استفاده شد. داده های جمع آوری شده از طریق سه فرایند کد گذاری در تئوری برخاسته از داده ها (کد گذاری باز، محوری و انتخابی) انجام گردید. مدل پیشنهادی، استراتژی های تحت وبی هستند که زبان آموزان ایرانی می توانند استفاده نمایند تا نویسنده آکادمی شوند و استراتژی های تحت وبی که می تواند زبان آموزان ایرانی را در چارچوب یادگیری خود تنظیمی قرار دهند و همچنین آموزش های تحت وبی که از طریق آن زبان آموزان می توانند نویسندگان آکادمیک خود تنظیم باشند. داده های تجزیه و تحلیل شده، مدل سازی و در مدل آزمایشی قرار داده شد. نتایج نشان داد که یادگیری ترکیبی می تواند به نویسندگان به عنوان یک مشارکت کننده و نه فقط یک مقلد و مهمتر از آن در تقویت مهارت نوشتاری به صورت مستقل کمک کند. همچنین یافته ها می تواند برای معلمان و اساتید دانشگاه کاربرد داشته باشد. کلید واژه ها: آموزس ترکیبی، توسعه مدل آموزشی، خودتنظیمی، مهارت نوشتار
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