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داوران نشریه در سال 1399

لیست داوران 1400

داوران سال 1401

لیست داوران 1402

تأثیر آموزش متقابل تاملی بر خودپنداره تحصیلی زبان آموزان انگلیسی به عنوان زبان خارجی ایرانی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری آموزش زبان خارجی انگلیسی، گروه زبان انگلیسی ، دانشکده ادبیات ، علوم انسانی و علوم اجتماعی ، واحد علوم و تحقیقات ، دانشگاه آزاد اسلامی ، تهران ، ایران

2 دانشیار آموزش زبان خارجی انگلیسی, گروه زبان انگلیسی , موسسه آموزش عالی تابران, مشهد , ایران.

چکیده

هدف مطالعه حاضر بررسی تاثیر آموزش متقابل تاملی (RRT) به عنوان یک شیوه آموزشی  بر خودپنداره تحصیلی زبان آموزان  انگلیسی به عنوان  زبان خارجی ایرانی میباشد. به این منظور ، سه کلاس متشکل از 100 زبان آموز زبان خارجی ایرانی با گرایش اموزش زبان انگلیسی با استفاده از نمونه گیری آسان انتخاب و به عنوان گروه آموزش متقابل (RT) ، گروه آموزش متقابل تاملی (RRT) و گروه کنترل تعیین شدند. طرح این مطالعه از نوع نیمه آزمایشی الگوی پیش آزمون ، درمان و پس آزمون  با رویکرد ترکیبی برای جمع آوری داده ها و تجزیه و تحلیل نتایج مداخله بود. در مرحله کمی ، داده ها از طریق پرسشنامه خودپنداره تحصیلی جمع آوری شد. نتایج آمار توصیفی و تحلیل واریانس نشان دهنده تأثیر قابل توجه آموزش متقابل تاملی بر این متغیر بود. همچنین ، بررسی کیفی ادراک فراگیران از طریق مصاحبه نیمه ساختار یافته و تحلیل محتوا ، دیدگاه مثبت آنها را در مورد این آموزش نشان داد .روی هم رفته ، به نظر می رسد که نقش دیگران مهم (معلم و همتایان) و روش تدریس سهم عمده ای در  خود باوریهای فراگیران دارد .نتایج برنامه مداخله به نوبه خود دیدگاه جدیدی را در مورد کلیه فرآیندهای آموزش، یادگیری و ارزشیابی ایجاد می کند. آنها همچنین زمینه های مناسبی را برای بهبود ساختارهای روانی آموزشی در کنار مهارت های شناختی و تنظیمی یادگیرندگان فراهم می کنند.

کلیدواژه‌ها

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Journal of Language Horizons
دوره 7، شماره 3 - شماره پیاپی 17
آذر 1402
صفحه 115-147
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