نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه آموزش زبان انگلیسی، واحد تهران شرق، دانشگاه آزاد اسلامی، تهران، ایران
2 دانش‌آموختۀ کارشناسی ارشد،گروه آموزش زبان انگلیسی، واحد تهران غرب، دانشگاه آزاد اسلامی، تهران، ایران
چکیده
گرچه تمام انسان‌ها ویژگی‌های زیستی و روان‌شناختی یکسانی در فرایند یادگیری دارند، الویت‌های آنها در معنادادن به اشیا و کسب اطلاعات به‌طور قابل‌ملاحظه‌ای متفاوت است. هرچقدر بیشتر این تفاوت‌ها را بشناسیم، بهتر می‌توانیم فرایند یادگیری را تحلیل کنیم. به منظور تعیین این امر که آیا افرادی که به‌لحاظ دانشگاهی موفق‌تر هستند، از سبک یادگیری ویژه‌ای بهره برده و یا خودکارآمدی بالایی داشته‌اند یا خیر، از بین تمام ویژگی‌های فردی، سبک یادگیری و خودکارآمدی در این پژوهش به بررسی گذاشته شد. تعداد ۱۱۰ زبان‌آموزِ سطح پیشرفته که زبان انگلیسی را به‌عنوان زبان خارجی در یک موسسۀ زبان انگلیسی در شهر تهران فرامی‌گرفتند در این تحقیق شرکت کردند. شرکت‌کنندگان براساس نتایج آزمون تعیین سطح آکسفورد انتخاب شدند. سپس از آنها خواسته شد پرسش‌نامۀ سبک یادگیریِ کُلب (۱۹۸۴) و خودکارآمدی شوارزر و جروسلم (۱۹۹۵) را تکمیل و سپس در آزمون پیشرفت تحصیلی شرکت کنند. نتایج تحقیق نشان داد همبستگی معناداری بین خودکارآمدی و نمرۀ آزمون پیشرفت فراگیران وجود دارد. با این وجود، هیچ ارتباط معناداری بین نمرۀ واژگان و خودکارآمدی زبان‌آموزان به‌دست نیامد. نتایج تحلیل رگرسیون نشان داد ۱۵درصد خطا در نمرات خواندن و درک مطلب و ۲۷ درصد خطا در نمرات گرامر توسط خودکارآمدی زبان آموزان قابل پیش‌بینی بود. نتایج تحلیل واریانس (ANOVA) نشان داد هیچ ارتباطی بین سبک یادگیری و نمرۀ آزمون پیشرفت زبان‌آموزان وجود ندارد. در پایان، کاربرد این پژوهش و پیشنهادهایی برای مطالعات آینده نیز ارائه گردیده است.
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