نقش واسطه ای اضطراب زبان در رابطه بین خلاقیت و هوش هیجانی با یادگیری زبان انگلیسی در دانش آموزان دوزبانه
محورهای موضوعی : تکتونواستراتیگرافی
علیرضا همایونی
1
(دکتری روان شناسی تربیتی، دانشگاه بین المللی امام رضا (ع)، مشهد، ایران.)
محمدحسین عبداللهی
2
(دانشیار گروه روانشناسی، دانشگاه خوارزمی، تهران، ایران.)
سهیلا هاشمی
3
(دانشیار گروه روانشناسی، دانشگاه مازندران، بابلسر، ایران)
ولی ا... فرزاد
4
(دانشیار گروه روانشناسی، دانشگاه خوارزمی، تهران، ایران)
فریبرز درتاج
5
(استاد گروه روانشناسی، دانشگاه علامه طباطبایی، تهران، ایران)
کلید واژه: هوش هیجانی, خلاقیت, اضطراب زبان, یادگیری زبان انگلیسی, دوزبانه,
چکیده مقاله :
هدف: یادگیری زبان انگلیسی بمنظور برقراری ارتباط ملت ها با یکدیگر و نیز مبادله های فرهنگی، اقتصادی، سیاسی در قرن حاضر بیش از پیش در کانون توجه قرار گرفته است. بنابراین، این پژوهش نقش واسطه ای اضطراب زبان در رابطه بین خلاقیت و هوش هیجانی با یادگیری زبان انگلیسی در دانش‌آموزان دوزبانه را مورد بررسی قرار داد.
مواد و روش‌ها: روش پژوهش از نوع همبستگی با استفاده از مدل‌سازی معادلات ساختاری بود. جامعه آماری تمامی دانش‌آموزان پسر دوزبانه ترکمن بودند که توجه به تعداد متغیرهای مشاهده شده و تخصیص ضریب 20 برای هر متغیر، 280 دانشآموز بهعنوان نمونه به روش نمونهگیری تصادفی خوشهای انتخاب شدند و به پرسش‌نامه های هوش هیجانی شاته و همکاران (1998)، خلاقیت عابدی (1372)، اضطراب زبان هورویتز و هورویتز (1985) پاسخ دادند. برای سنجش یادگیری زبان انگلیسی از نمره پایان ترم دانش‌آموزان استفاده شد. داده های بدست آمده با آزمون ضریب همبستگی پیرسون و مدل‌یابی معادلات ساختاری و با استفاده از نرم افزار های 24SPSS و23Amos مورد تجزیه و تحلیل قرار گرفت.
یافته ها: نتایج نشان داد که مدل پژوهش از برازندگی خوبی برخوردار هستند. خلاقیت و هوش هیجانی افزون بر اثرات مستقیم مثبت می‌توانند با واسطه گری اضطراب زبان به طور غیرمستقیم بر یادگیری زبان انگلیسی اثر بگذارند.
بحث و نتیجه گیری: با توجه به یافته های پژوهش می‌توان با تدوین برنامه هایی برای افزایش هوش هیجانی و خلاقیت اضطراب زبان را کاهش داده و به این ترتیب یادگیری زبان افزایش یابد.
Background & Aim: Learning English to communicate between nations and cultural, economic, and political exchanges has become more and more the focus of attention in this century. Therefore, the present study investigated the mediating role of language anxiety in the relationship between creativity and emotional intelligence in English language learning in bilingual students.
Methodology: The research method was correlation type using structural equation modeling. The statistical population of this research consisted of all bilingual Turkmen male students in the third year of the first secondary school. To determine the sample size according to the number of observed variables and assigning a coefficient of 20 for each variable, 280 students were selected as the sample size by random cluster sampling method, and the Shutte et al. Emotional intelligence questionnaires (1998), Abedi creativity test (1993), Horowitz & Horowitz Language anxiety (1985) answered. Also, students' end of semester grades was used to measure English language learning. The obtained data were analyzed by Pearson's correlation coefficient test and structural equation modeling using SPSS 24 and Amos 23 software.
Results: The findings showed that the research model has a good fit. In addition to direct effects, creativity and emotional intelligence can indirectly affect English language learning through the mediation of language anxiety.
Conclusion: According to the findings of the research, it is possible to reduce language anxiety by developing programs to increase emotional intelligence and creativity, and in this way, language learning can be increased.
References
1- Asmali M. Big five personality traits and test anxiety among English as a foreign language learner. Iğdır Üniversitesi Sosyal Bilimler Dergisi, 2017, (11), 1-21.
2- Murati E. Language & Coding Creativity. Daedalus. 2022, 1;151(2):156-67.
3- Brahui Moghadam N. Investigating strategies to increase the level of language preparation and progress of first grade elementary school students in bilingual areas. Educational Research Quarterly, 2019, 6 (21), 118-130.
4- Atarsharghi N, Akbari B. Examining the role of motivational factors and personal selves in Persian language learning. Journal of Teaching Persian to Speakers of Other Languages, 2020, 9(20), 65-86.
5- Ali Khalaf Ali M. English Language Anxiety: Development and Validation of a Brief Measure. International Journal of
Psychology and Educational Studies, 2017, 4 (2), 42-53.
6- Sevinç Y, Dewaele J.M. Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands. International Journal of
Bilingualism, 2018, 22 (2), 159-179.
7- Horwitz E. K. On the misreading of Horwitz, Horwitz and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. New insights into language anxiety 2017, pp. 31-48. Multilingual Matters.
8- Soleimani I, Sarkhosh M, Nouripourliaveli R, Dehghan B, Hosseinian S. Examining the explanatory role of distress and social avoidance, motivation and academic self-efficacy in explaining foreign language classroom anxiety, Pehadesh Pazhuhi Journal, 2018, 7 (4), 238-254.
9- Yang Y-F, Hsieh W-M, Wong W-K, Hong Y-C, Lai S-C. Reducing students’ foreigh
language anxiety to improve English vocabulary learning in an online simulation game. Computer Assisted Language Learning, 2022, 1-23.
10- Kruk M. Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: The case of two advanced learners of English. Computer Assisted Language Learning, 2022, 35(1-2), 190-216.
11- Ramarow H, Hassan N-C. English Language Anxiety and Motivation Towards Speaking English Among Malaysian Pre-University Students. Asian Social Science, 2021, 17(11), 207-207.
12- Özkaynak O. A structural equation model on translanguaging practices, foreign language classroom anxiety, reconceptualized L2 motivational self-system, and foreign language achievement of emergent bilinguals (Doctoral dissertation, Bilkent University). 2020.
13- Salovey P, Mayer J-D. Emotional intelligence. Imagination, Cognition and Personality, 1990, 9(3), 185 – 211.
14- Goleman D. Emotional intelligence. New York: Bantam Books. 1995.
15- Bar-On R. The Bar-On model of emotional-social intelligence. Psicothema, 2006, 18, l, 13-25.
16- Prieto J-P-R. Emotional intelligence, motivational orientations, and motivational learning effort and achievement in Spanish as a foreign language. Selected Proceedings of the 12th Hispanic Linguistics Symposium, ed. Claudia Borgonovo et al., 2010, 284-297. Somerville, MA: Cascadilla Proceedings Project.
17- Zare M, Homayouni A, Mohammadzadeh R, Barjasteh H. The Role of Mediation of English Learning Anxiety in the Relationship between Motivational Language Selves Systems and Language Performance. Educ Strategy Med Sci 2022; 15 (3):233-241
18- Homayouni A. Personality traits and emotional intelligence as predictors of learning English and math. Procedia - Social and Behavioral Sciences. 2011, 30, 839 – 843.
19- Soodmand Afshar H, Rahimi M. The Relationship among Critical Thinking, Emotional Intelligence, and Speaking Abilities of Iranian EFL Learners. Procedia -Social and Behavioral Sciences, V, 2014, 136, 9, 75-79.
20- Homayouni A, Abdollahi, M, Hashemi S, Farzad V, Dortaj F. Social Changes and Need of Learning English: Modelling of Emotional Intelligence and English language Anxiety in Bilingual's Society. Sociological Studies of Youth, 2020, 11(39), 137-146.
21- Fathi J, & Mohammaddokht F. Foreign language enjoyment and anxiety as the correlates of the ideal L2 self in the EFL context. Frontiers in psychology, 2021, 12, 790648, 1-11.
22- Chen X, Dewaele J-M, Zhang T. Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles. Sustainability, 2022, 14(1), 396.
23- Liang D. Changes in cognitive emotion of english learners in vocabulary acquisition. Revista Argentina de Clínica Psicológica. 2020, 29(2):1487-1492
24- Dewaele J-M. The link between Foreign Language Classroom Anxiety and Psychoticism, Extraversion, and Neuroticism among adult bi- and multilinguals. The Modern Language Journal, 2013, 97 (3), 1-21.
25- Cummings Hlas A, Young A. Creativity in the Language Classroom: Fostering Student Learning Through Creative Language Experiences. June 27–July 1. Synchronous 1-week online summer institute. 2022, https://carla.umn.edu/institutes/2022/creativity.html
26- European Association for Creativity and Innovation (EACI). (2013). Creativity and language. http://ec.europa.eu/ languages.
27- Smogorzewska J. Storyline and associations pyramid as methods of creativity enhancement: Comparison of effectiveness in 5-year-old children. Thinking Skills and Creativity, V 2012, 7, 1, 28–37.
28- Homayouni A, Abdollahi M, Hashemi H,
Farzad, V, Dortaj F. Correlation between creativity with language anxiety and learning English in Turkmen bilingual students. The Social Sciences, 2016, 11,419-421.
29- Soltanishayan I, Kiwanlu M. The effect of group educational games on children's creativity and English language learning, considering the mediator role of enthusiasm in Milad School, District 4, Karaj. The 7th international conference on modern accounting, management and human sciences research in the third millennium, 2021, 22 September, Tehran.
30- Lin C-C, Kuo F- R. The Role of Imagination in Motivating EFL Learning. The Asian Conference on Education. Osaka, Japan .2013.
31- Seddigh F. Shokrpour N. Creativity and its relationship with vocabulary, learning strategy use of EFL students. Journal of Studies in Education, V, 2013,3, 2, 139-151.
32- Homan H. A. Modeling of structural equations using Lisrel software. Samt Publications, first edition. 2017.
33- Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty D, Cooper J-T, Golden C, Dornheim L. Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 1998, 25, 167-177.
34- Austin J, Saklofske D-H, Hung, S-H, McKinney D. Measurement of trait emotional intelligence. Personality and individual differences, 2004, 38, 547-558.
35- Khosrowjavid M. Investigating the construct validity of Shot's emotional intelligence scale in adolescents. Master's thesis in psychology, Tarbiat Modares University. 2002.
36- Mohammadi S-D, Torabi S-I. Gharai B. The relationship between coping styles and emotional intelligence in students. Iranian Journal of Psychiatry and Clinical Psychology (thought and behavior), 2008, 14, 2, 183-176.
37- Abedi J. Creativity and a new way of measuring it. Psychological Research, 1993, 2, 2-1, 54-46.
38- Daemi H, Moghimi Barforoosh F. Normalization of The Creativity Test. Advances in Cognitive Sciences 2004; 6 (3 and 4) :1-8
39- Horwtiz E-K, Horwitz M-B, Cope J-A. Foreign language classroom anxiety. The Modern Language Journal, 1986, 70, 125-132.
40- Shamsesfandabad H, Emamipour S. Studying the effect of foreign language anxiety on foreign language learning in second-year male and female high school students in Tehran. Research Quarterly of
Jihad University Humanities and Social Sciences Research Institute, 2001, 5, 69-78.
41- Zaremarzoni M, Homayouni A, Mohammadzadehedmollaii R, Barjasteh H. Predicting of English language anxiety based on social learning strategy and language motivational self-system in students. Sociological Studies of Youth, 2022.
42- Sucaromana U. Contribution to language teaching and learning: A review of emotional intelligence. English Language Teaching, V, 2012, 5, 9, 54.
43- Reeve J. Understanding motivation and emotion. John Wiley & Sons. 2018.
44- MacIntyre P-D, Mackinnon S-P, Clément R. The baby, the bathwater, and the future of language learning motivation research. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identities and the L2 self, 2009, pp: 43-65. Bristol: Multilingual Matters.
45- Wang M, Wang H, Shi Y. The Role of EFL Learners’ Grit and Foreign Language Anxiety in Their Willingness to Communicate: Theoretical perspectives, Frontiers in Psychology, 2022, 5633, 1-11.
46- Yamao S, Sekiguchi T. Employee commitment to corporate globalization: The role of English language proficiency and human resource practices. Journal of World Business, v 2015, 50, i1, 168–179.
47- Yeşilçınar S, Erdemir N. Are enjoyment and anxiety specific to culture? An investigation into the sources of Turkish EFL learners’ foreign language enjoyment and anxiety. Innovation in Language Learning and Teaching, 2022, 1-16.
48- Hosseini A, Saliani A. The nature of creativity and its cultivation methods. Behnashr Publications. 2013.
49- Zareizawarki E, Norouzi D, Safavi S-M. Cultivating creativity by using innovation teaching method in English language lesson. Innovation and creativity in human sciences, 2011, 1, 4, 65-83.
50- Rahimi A, Hematiyan N. Do you have a creative class? A Yardstick to assess Creativity level of EFL classrooms. Procedia-Social and Behavioral Sciences, V, 2013, 46, 5919–5923.
