Journal of Language Horizons

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داوران نشریه در سال 1399

لیست داوران 1400

داوران سال 1401

لیست داوران 1402

تأثیر آموزش خود-تنظیمی بر درک مطلب و تمایل به پذیرش اشتباه در کلاس‌های حضوری در مقایسه با کلاس‌های برخط

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترا، گروه زبان های خارجی، دانشکده ادبیات و علوم انسانی، واحد کرمان، دانشگاه آزاد اسلامی، کرمان، ایران

2 استادیار، گروه زبان‌های خارجی، دانشکده ادبیات و علوم انسانی، واحد کرمان، دانشگاه آزاد اسلامی، کرمان، ایران

3 ستادیار، گروه زبان های خارجی، دانشکده ادبیات و علوم انسانی، واحد کرمان، دانشگاه آزاد اسلامی، کرمان، ایران.

چکیده

فناوری‌های نوظهور و کاربردهای آن‌ها در آموزش، ما را ملزم به تلاش در ایجاد و آزمونِ نظریه‌هایی می کند که می‌توانند بر بهره‌مندی بهینه یادگیری دانش‌آموز و آموزش معلم تأثیر بگذراند. نظریه یادگیری خود-تنظیمی، یکی از تأثیرگذارترین نظریه‌هایی است که پیوندهای عوامل مختلف برای یادگیری بهینه به مثابه یک فرایند در حال پیشرفت را شناسایی می‌کند. بنابراین، این پژوهش سعی کرده ‌است کارایی یادگیری خود-تنظیمی در رشد درک مطلب زبان‌آموز و تمایل به پذیرش اشتباه در محیط یادگیری برخط را افزون بر محیط یادگیری حضوری بررسی کند. برای پرداختن به این موضوع، از یک طرح شبه-آزمایشی استفاده شد. به گروه‌های آزمایشی تعلیم داده شد که از طریق دریافت راهبردهای یادگیری خودتنظیمی به قابلیت خود-تنظیمی برسند در حالی که گروه کنترل هیچ‌گونه دستورالعمل خود-تنظیمی دریافت نکردند. تجزیه و تحلیل آماری آزمون تی-جفتی نشان داد که فقط گروه‌های آزمایشی پیشرفت قابل توجهی در درک مطلب خواندن و تمایل به پذیرش اشتباه داشتند. افزون بر این، همان گونه که تجزیه و تحلیل آماری آزمون کوواریانس نشان داد، گروه برخط در مقایسه با گروه کنترل و حضوری در زمینه مهارت درک مطلب خواندن عملکرد بهتری داشت. این یافته‌ها می‌تواند مورد توجه پژوهشگران، معلمان و طراحان دوره‌های آموزشی به منظور اهمیت استفاده از مدل‌های خود-تنظیمی به عنوان روشی جایگزین برای آموزش سنتی قرار بگیرد.

کلیدواژه‌ها

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Journal of Language Horizons
دوره 7، شماره 1 - شماره پیاپی 15
خرداد 1402
صفحه 35-58
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هم رسانی
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