Developing Interactive Tasks in Iranian EFL Students’ Self-Monitoring, Self-Regulation, and Willingness to Communicate Using ICT Tools

محورهای موضوعی : Applied Linguistics

Fereshte Abkhoo ¹ , Roya Baharlooei ² , Hadi Salehi ³ , Omid Tabatabaei ⁴

1 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
3 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
4 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran

تاریخ دریافت : 1401/01/23 تاریخ پذیرش : 1401/05/18 تاریخ انتشار : 1401/09/10

کلید واژه: توانمندسازی, تمایل به برقراری ارتباط, Interactive task, Self-monitoring strategy, Self-regulation strategy, Willingness to    communicate strategy, فعالیت تعاملی, راهبرد خود نظارتی, راهبرد خودتنظیمی,

چکیده مقاله :

This mixed-methods design study has been conducted to gain insights into the developing interactive tasks in Iranian EFL students in terms of self-monitoring, self-regulation, and willingness to communicate within the educational system. The study collected data using the questionnaires measuring self-monitoring scale (SMS), self-regulated language learning scale (SRLLS), and willingness to communicate (WTC) to compute the differences in interactive scores of 40 students in an experimental group with the interactive scores of 40 students in a control group. The study adopted a qualitative interview-based methodology with EFL learners who took part in the investigation and the extent to which they could achieve and receive the instruction with significant findings. Accordingly, the study as personality assessment developed the semi-structured interviews with 40 students in an experimental group and 40 students in a control group to explore students’ motivational beliefs and their attitudes towards interactive tasks influencing their performance in learning and assisting them to communicate successfully. As the results of the study, using the independent sample t-test, the interactive tasks could facilitate suitable training and professional development. The major finding of the study was related to the influence of interactive activities in improving positive attitudes towards interactive tasks and was beneficial to language learning. Based on the attitudinal analysis as the results of this study, using the Transcribed Interview Sample with coding (an extract) clearly identified that students with interactive tasks mainly outperformed those with regular instruction. Furthermore, the findings of the research indicated that students’ achievement was improved in terms of their motivation, autonomy, and empowerment as contributed to their learning. However, this study revealed that teachers could increase the academically collaborative talk as well as social-emotional behavior of students in their teaching and learning environments to share feeling safe, taking risks, and enjoy constructive effects.

چکیده انگلیسی:

این مطالعه طراحی ترکیبی برای به دست آوردن بینشی در مورد تکالیف تعاملی در حال توسعه در دانشجویان زبان انگلیسی زبان انگلیسی از نظر خود نظارتی، خودتنظیمی و تمایل به برقراری ارتباط در سیستم آموزشی انجام شده است. این مطالعه داده‌ها را با استفاده از پرسشنامه‌های سنجش مقیاس خود نظارتی (SMS)، مقیاس یادگیری زبان خودتنظیمی (SRLS) و تمایل به برقراری ارتباط (WTC) جمع‌آوری کرد تا تفاوت‌های نمرات تعاملی 40 دانش‌آموز در یک گروه آزمایشی را با روش تعاملی محاسبه کند. نمرات 40 دانش آموز در یک گروه کنترل. این مطالعه یک روش کیفی مبتنی بر مصاحبه را با فراگیران زبان انگلیسی اتخاذ کرد که در تحقیق شرکت کردند و تا چه حد می‌توانستند به آموزش دست یابند و با یافته‌های قابل توجهی دریافت کنند. بر این اساس، مطالعه به عنوان ارزیابی شخصیت، مصاحبه های نیمه ساختاریافته را با 40 دانش آموز در یک گروه آزمایشی و 40 دانش آموز در گروه کنترل برای بررسی باورهای انگیزشی دانش آموزان و نگرش آنها نسبت به فعالیت هاتعاملی مؤثر بر عملکرد آنها در یادگیری و کمک به آنها در برقراری ارتباط موفق ایجاد کرد. . با توجه به نتایج پژوهش، با استفاده از آزمون تی نمونه مستقل، تکالیف تعاملی می تواند آموزش مناسب و توسعه حرفه ای را تسهیل کند. یافته اصلی مطالعه مربوط به تأثیر فعالیت های تعاملی در بهبود نگرش مثبت نسبت به فعالیت هاتعاملی بود و برای یادگیری زبان مفید بود. بر اساس تجزیه و تحلیل نگرشی به عنوان نتایج این مطالعه، با استفاده از نمونه مصاحبه رونویسی شده با کدگذاری (یک عصاره) به وضوح مشخص شد که دانش آموزان با فعالیت هاتعاملی عمدتاً از دانش آموزان با آموزش معمولی بهتر عمل می کنند. علاوه بر این، یافته‌های تحقیق نشان داد که پیشرفت دانش‌آموزان از نظر انگیزه، خودمختاری و توانمندی بهبود یافته است که به یادگیری آنها کمک می‌کند. با این حال، این مطالعه نشان داد که معلمان می توانند صحبت های مشارکتی تحصیلی و همچنین رفتار اجتماعی- عاطفی دانش آموزان را در محیط های آموزشی و یادگیری خود برای به اشتراک گذاشتن احساس امنیت، ریسک کردن و لذت بردن از تأثیرات سازنده افزایش دهند. 

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