Developing and Validating an EFL Learners’ Spiritual Intelligence Inventory: A Mixed-Methods Study
محورهای موضوعی : نشریه زبان و ترجمه
Masoumeh Azadi
1
(
English Department, Islamic Azad University, West Tehran Branch, Tehran, Iran
)
Parviz Maftoon
2
(
English Department, Islamic Azad University, Science and Research Branch, Tehran, Iran
)
Minoo Alemi
3
(
English Department, Islamic Azad University, West Tehran Branch, Tehran, Iran
)
کلید واژه: Exploratory Factor Analysis, EFL learners, Spiritual Intelligence Inventory,
چکیده مقاله :
The present study developed a questionnaire (Appendix 1) based on the relevant literature and interviews with 22 EFL learners, resulting in a 27-item questionnaire that was distributed among 360 EFL learners. A sequential mixed methods design was used. The analysis of the qualitative data revealed the elements of EFL learners’ spiritual intelligence. An exploratory factor analysis (EFA) of EFL learners’ responses generated four factors, namely: (1) Learning English for personal, social, and educational benefits, (2) learning English for personal, social, and academic achievement, (3) learning English to promote religious values, and (4) learning English for intercultural communication. The results of the study suggest that this scale is a reliable and valid measure of EFL learners’ SI. This study also revealed that SI has a significant relationship with gender and educational levels. The findings can help researchers define SI and how EFL learners’ SI can be measured. Educationists, practitioners, academics, theorists, teacher training centers, teachers, curriculum constructors, and pedagogic planners may find the results of this study beneficial if they are concerned with the importance of SI in the educational context and its influence on the performance of EFL learners.
ما می توانیم از دریچه هوش معنوی (SI) نگاهی تازه و جدید به موقعیت آموزشی و ظرفیت های یادگیرندگان داشته باشیم. در مطالعه حاضر بر اساس پیشینه موضوع و تاریخچه مطالعه شده و مصاحبه با 22 زبان آموز، یک پرسشنامه 27 آیتمی طراحی شد که بین 360 زبان آموز انگلیسی توزیع شده و از روش پژوهشی اکتشافی تلفیقی استفاده شد. از طریق تجزیه و تحلیل داده های کیفی(تحلیل عاملی اکتشافی (EFA عناصر هوش معنوی زبان آموزان مشخص و چهار فاکتور استخراج شد با عناوین: (1) یادگیری زبان انگلیسی برای منافع شخصی، اجتماعی و آموزشی، (2) یادگیری زبان انگلیسی برای پیشرفت های شخصی، اجتماعی و تحصیلی، (3) یادگیری زبان انگلیسی برای ترویج ارزش های مذهبی، و (4) یادگیری زبان انگلیسی برای ارتباطات بین فرهنگی. نتایج مطالعه حاکی از آن است که این مقیاس، معیاری با روایی و پایایی معتبر و قابل اعتماد برای اندازه گیری هوش معنوی زبان آموزان زبان انگلیسی است. نتایج حاصل از مطالعه همچنین نشان داد که هوش معنوی با جنسیت و سطح تحصیلات رابطه معناداری دارد. این یافته ها می تواند به محققان کمک کند تا تعریفی از هوش معنوی ارائه دهند و هوش معنوی زبان آموزان زبان انگلیسی را اندازه گیری کنند. نتایج این مطالعه می تواند برای مربیان، دانشگاهیان، نظریه پردازان، مراکز تربیت معلم، معلمان، طراحان برنامه درسی، و برنامه ریزان آموزشی مفید واقع شود بویژه اگرآنان به اهمیت هوش معنوی در زمینه آموزشی و تأثیر آن بر عملکرد زبان آموزان توجه داشته باشند.
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