The impact of Motivational Scaffolding on Self-efficacy and Learning Achievement of Field Dependent/ Independent EFL Learners
محورهای موضوعی : language teaching
معصومه سهرابی
1
(گروه آموزش زبان انگلیسی، واحد اردبیل، دانشگاه آزاد اسلامی ، اردبیل، ایران)
حسین سیاه پوش
2
(گروه آموزش زبان انگلیسی، واحد اردبیل، دانشگاه آزاد اسلامی ، اردبیل، ایران)
عسگر محمودی
3
(گروه آموزش زبان انگلیسی، واحد اردبیل، دانشگاه آزاد اسلامی ، اردبیل، ایران)
کلید واژه: Self-efficacy, cognitive styles, learning achievement, motivational scaffolding,
چکیده مقاله :
The study investigated the impacts of motivational scaffolding as one of the most effective instructional procedures on self-efficacy and learning achievement of field-dependent and field-independent English language learners. This study attempted to use both qualitative and quantitative data to get more reliable results. As qualitative part, 15 teachers in a semi-structured interview, and as quantitative part, two groups of learners participated as experimental and control groups. Motivated Strategies for Learning Questionnaire was used to determine students' self-efficacy. The Group Embedded Figures Test was administered to categorize them into groups of field-dependent and field-independent. To determine proficiency level, a pre-test and a post-test were used. As treatment, eight sessions of Bandura’s training were administered to improve self-efficacy. Analysis of the qualitative data was conducted using content analysis, and as quantitative analysis, two-way Multivariate Analysis of Variance was conducted. The results showed that learners’ interacting within motivational scaffolding improved their self-efficacy and their learning achievement, and there is no significant difference between learners in the dimensions of field-dependent, field-independent. The findings have implications for teachers and learners in educational settings to detect some factors affecting the English language learners’ language performance and their psychological status.
مطالعه حاضر به بررسی تأثیرات چهارچوب سازی انگیزشی در خودکارآمدی و پیشرفت یادگیری افراد با سبک شناختی وابسته و مستقل از یادگیرندگان EFL پرداخته است. در این مطالعه سعی شده از داده های کمی و کیفی استفاده شود تا نتایج قابل اطمینان تری بدست آید. به عنوان یک بخش کیفی ، 15 معلمدر حوزه زبان انگلیسی در یک مصاحبه نیمه ساختاریافته ، و به عنوان قسمت کمی ، دو گروه از فراگیران به عنوان گروه های آزمایشی و کنترل با 60 شرکت کننده شرکت کردند. برای تعیین خودکارآمدی دانشجویان ،از پرسشنامه استراتژیهای انگیزشی یادگیری (MSLQ) استفاده شد. آزمون گروه های تعبیه شده (GEFT) برای دسته بندی آنها در گروه های وابسته و مستقل انجام شد. برای تعیین سطح مهارت فراگیران ، از پیش آزمون و پس آزمون استفاده شد. در مورد درمان ، 8 جلسه آموزش Bandura برای بهبود خودکارآمدی فراگیران انجام شد. تجزیه و تحلیل داده های کیفی با استفاده از تجزیه و تحلیل محتوا و به عنوان تجزیه و تحلیل کمی ، تجزیه و تحلیل چند متغیره واریانس دو طرفه (MANOVA) انجام شد. نتایج نشان داد که تعامل فراگیران در چهارچوب سازی انگیزشی ، خودکارآمدی و پیشرفت یادگیری آنها را بهبود می بخشد و تفاوت معناداری بین فراگیران در ابعاد FD و FI وجود ندارد. این یافته ها برای معلمان و فراگیران در محیط های آموزشی برای کشف برخی از عوامل موثر بر عملکرد زبان آموزان EFL و وضعیت روانشناختی آنها تأثیراتی دارد.
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