تأثیر استفاده از تکالیف تعاملی بر خود نظارتی، خود تنظیمی و تمایل به برقراری ارتباط با استفاده از ابزارهای ICT دانشجویان ایرانی زبان انگلیسی
Subject Areas : All areas of language and translation
Fereshteh Abkhoo
1
(English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
Roya Baharlooie
2
(English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
Hadi Salehi
3
(English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
Omid Tabatabaei
4
(English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
Keywords: آموزش راهبرد, راهبرد خود نظارتی, راهبرد خودتنظیمی, تمایل به برقراری ارتباط استراتژی, واژگان کلیدی: تکلیف تعاملی,
Abstract :
هدف مطالعه کمی شبه تجربی کنونی این بود که بفهمد چگونه تکالیف تعاملی می‌تواند بر خودنظارتی، خودتنظیمی و تمایل دانشجویان ایرانی زبان انگلیسی برای برقراری ارتباط در یک محیط کلاس تأثیر بگذارد. این مطالعه از پرسشنامه های سنجش مقیاس خود نظارتی (SMS)، مقیاس یادگیری زبان خودتنظیمی (SRLLS) و تمایل به برقراری ارتباط (WTC) به منظور ارزیابی تغییرات در نمرات تعاملی 40 دانش آموز در یک گروه آزمایشی با نمرات تعاملی استفاده کرد. از 40 دانش آموز در یک گروه کنترل. نتایج به‌دست‌آمده با استفاده از آزمون تی نمونه‌ای مستقل، به وضوح نشان داد که دانش‌آموزان دارای تکالیف تعاملی عمدتاً از دانش‌آموزان با آموزش عادی بهتر عمل می‌کنند. علاوه بر این، نتایج نشان داد که تکالیف تعاملی در بهبود پیشرفت دانش‌آموزان و کاهش و افزایش عملکرد آنها با استفاده از شایستگی تعاملی مؤثر است. همچنین نتایج نشان داد که دانش‌آموزان سعی می‌کنند فراگیران سازگارتر و درگیرتری باشند که به یادگیری آنها کمک می‌کند. یافته‌های این پژوهش حاکی از آن است که روش‌های تدریس باید به فعالیت‌های تعاملی به شیوه‌ای مؤثر و معنادار در محیط کلاسی غیرتهدیدکننده بپردازد تا در کنار بهبود اعتماد به نفس و افزایش یادگیری دانش‌آموزان، مشارکت در زبان کلاس را افزایش دهد.واژگان کلیدی: تکلیف تعاملی، راهبرد خود نظارتی، راهبرد خودتنظیمی، آموزش راهبرد، تمایل به برقراری ارتباط استراتژی
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