نقش راهبردهای یادگیریِ شنیداری و گفتاری در خود تنظیمیِ انگیزشی و توانایی برقراری ارتباط: مطالعه‌ی تلفیقی

محورهای موضوعی : علوم تربیتی

قاسم مدرسی ^{1 *} , غلامرضا کاظمی ² , حسن ناصری ³

1 - گروه زبان انگلیسی، واحد قوچان، دانشگاه آزاد اسلامي، قوچان، ايران. [e-mail]
2 - گروه ادبیات فارسی، واحد قوچان، دانشگاه آزاد اسلامی، قوچان، ایران. [e-mail]
3 - گروه زبان انگلیسی، واحد قوچان، دانشگاه آزاد اسلامي، قوچان، ايران. [e-mail]

تاریخ دریافت : 1403/08/06 تاریخ پذیرش : 1403/10/05 تاریخ انتشار : 1403/09/30

کلید واژه: راهبردهای شنیداری و گفتاری, خود تنظیمیِ انگیزشی, توانایی برقراری ارتباط, یادگیری زبان انگلیسی,

چکیده مقاله :

درباره نقش راهبردهای یادگیریِ شنیداری و گفتاری در خود تنظیمیِ انگیزشی و توانایی برقراری ارتباط توسط زبان‌آموزان زبان انگلیسی، تحقیقات کافی انجام نشده‌است. هدف از مطالعة حاضر، ضمن به‌کارگیری طرح تحقیق تلفیقیِ متوالی، بررسی تأثیر راهبردهای شنیداری و گفتاری بر خود تنظیمیِ انگیزشی و توانایی برقراری ارتباط است. برای انجام این‌کار، 36 زبان آموز زبان انگلیسی با سطح زبانی پیش‌متوسط ​​ در بخش کمّی مطالعه بر اساس نمونه‌گیریِ دردسترس و هشت یادگیرنده در بخش کیفی مطالعه بر اساس نمونه‌گیریِ هدفمند شرکت‌داشتند. برای سنجشِ خود تنظیمیِ انگیزشی از پرسشنامة‌ معتبر و برای سنجشِ توانایی برقراری ارتباط از آزمون استاندارد استفاده شد. برای تجزیه و تحلیل داده‌ها، واریانس یک‌طرفه، مصاحبة نیمه‌ساختاریافته و پایایی درون‌موضوعی اجرا شد. نتایج نشان داد که بین دو گروه شاهد و آزمایش از نظر خود تنظیمیِ انگیزشی و نیز توانایی برقراری ارتباط تفاوت معناداری وجود دارد. پس از محاسبة پایایی درون‌موضوعی، نتایج بدست‌آمده از مصاحبة‌ نیمه‌ساختاریافته، شش کد مشترک بدست‌آمد که عبارتنداز: تفکر برانگیز، تسهیل‌کننده، جدید، عملی، جذاب و تکیه‌گاه سازی. در آخر، این مطالعه مفاهیم عملی برای زبان‌آموزان و معلّمان زبان انگلیسی ارائه می‌دهد.

چکیده انگلیسی:

There needs to be more research on the role that listening and speaking strategies could play in motivational self-regulation for EFL learners in the Iranian context. The current study, adopting a sequential mixed-methods design, mainly aims at investigating whether listening and speaking strategies are conducive to motivational self-regulation and communication ability. In doing so, a pool of 36 EFL pre-intermediate learners participated in the quantitative part of the study based on convenience sampling, and eight learners participated in the qualitative part of the study based on purposive sampling. A number of questionnaires were used to measure motivational self-regulation and communication ability. To analyze the data, one-way ANCOVA, a semi-structured interview method and inter-coder reliability were conducted. The results revealed that there was a significance difference between the two groups with respect to motivational self-regulation. Moreover, the results confirmed that there was a significant difference between the two groups with regard to communication ability. Following the inter-coder reliability, the results of semi-structured interviews revealed six common themes emerging from the students’ responses namely: thought-provoking, facilitative, new, practical, engaging, and scaffolding. In the end, the study offers some practical implications for EFL learners and teachers.

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