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داوران نشریه در سال 1399

لیست داوران 1400

داوران سال 1401

لیست داوران 1402

تأثیر تعامل معلم- دانشجو و خود-پنداری تحصیلی بر پیشرفت تحصیلی فراگیران زبان انگلیسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترا، گروه زبان انگلیسی، دانشکده علوم انسانی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران

2 استادیار، گروه زبان انگلیسی، دانشکده علوم انسانی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران

3 استادیار، گروه زبان انگلیسی، دانشکده علوم انسانی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران.

چکیده

در حالی که پژوهش‌های پیشرفت تحصیلی پیشین، طیف گسترده‌ای از متغیرهای شناختی را بررسی کرده‌اند، متغیرهای غیر شناختی خاصی مانند تعامل معلم-دانشجو و خودپنداره تحصیلی در رابطه با پیشرفت تحصیلی هنوز نیازمند بررسی هستند. به این منظور، از یک روش تحقیق ضریب همبستگی برای مطالعة خودپنداره تحصیلی و ویژگی‌های تعامل بین معلم و دانشجو استفاده شده‌است که به عنوان عواملی که نقش مهمی در پیشرفت تحصیلی زبان آموزان ایفا می‌کنند، شناخته شده‌اند. شرکت‌کنندگان در این مطالعه شامل 218 دانشجوی زبان انگلیسی ایرانی با دامنة سنی 18 تا 45 سال بودند. رویه‌های آزمون-فرضیه مدل معادلات ساختاری نشان داد که بین مدل و داده‌های به‌دست‌آمده تناسب منطقی وجود دارد (χ2 = 0.37, GFI = 0.99, CFI = 0.99, RMSEA = 0.01). اثبات شد که میزان روابط بین معلم و دانشجو به صورتی معنادار و مستقیم بر پیشرفت تحصیلی دانشجویان انگلیسی به عنوان زبان خارجی تأثیرگذار بود (r = 0.35, p = 0.45). افزون بر این، خودپنداره تحصیلی، عامل مهمی در بهبود پیشرفت دانشجویان شناخته شد (r = 0.24, p = 0.32). یافته‌های به‌دست‌آمده همچنین نقش میانجیگری خودپنداره تحصیلی زبان‌آموزان در ارتقای پیشرفت تحصیلی زبان‌آموزان از طریق افزایش تعامل بین دانشجو و معلم آن‌ها را نشان داد. نقش بنیادین ویژگی‌های جسمی-روانی، شامل روابط معلم و دانشجو و خودپنداره تحصیلی در پیشرفت آموزشی دانشجویان زبان خارجی تأیید شد. یافته‌های این پژوهش تجربی، کاربردهایی برای موقعیت‌های آموزشی دارد.

کلیدواژه‌ها

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Journal of Language Horizons
دوره 6، شماره 1 - شماره پیاپی 11
خرداد 1401
صفحه 225-245
فایل ها
هم رسانی
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