نگرش، ادراک و انگیزۀ زبان‌آموزان ایرانی با عملکرد بالا و پایین، نسبت به نگارش مشارکتی.

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

گروه زبان و ادبیات انگلیسی، دانشکده علوم انسانی، دانشگاه قم، قم، ایران.

10.22059/jflr.2025.386000.1170

چکیده

این مطالعه که بر اساس نظریۀ اجتماعی- فرهنگی انجام شده است، به بررسی نگرش، دیدگاه‌ و انگیزۀ زبان­آموزان ایرانی در ارتباط با نگارش مشارکتی می- پردازد. در این پژوهش از یک رویکرد ترکیبی استفاده شده است که جامعه­ای متشکل از ۵۰ زبان‌آموز با سطوح عملکرد متفاوت (پایین و بالا) را شامل می­شود. داده‌های کمی از طریق سه پرسشنامه با تمرکز بر: نگرش، درک و انگیزه جمع‌آوری و با داده‌های کیفی حاصل از یادداشت­های تأملی تکمیل گردید. نتایج پرسشنامه­های نگرش، درک و انگیزه نشان‌دهندۀ دیدگاه مثبت، نسبت به نگارش مشارکتی در هر دو سطح عملکردى بود؛ به خصوص زبان‌آموزان با عملکرد بالا در تمامی سطوح، نمرات به مراتب بالاتری کسب کردند. تحلیل کیفی نیز این موارد را تأیید کرد و نگرش مثبتی نسبت به ارزش آموزشی نگارش مشارکتی را نشان داد. زبان‌آموزان با عملکرد بالا نگرش مشتاقانه‌تری نسبت به نگارش مشارکتی در مقایسه با همتایان خود داشتند. تحلیل موضوعی داده‌های کیفی، هفت مضمون اصلی را نمایان کرد: همکاری با همتایان، ترجیح­ و تمایل­های شخصی و عوامل فردی، تأثیرات و پیامدهای قابل درک، پیشرفت زبان، کارایی و لذت بردن. با وجود اتفاق نظر کلی بر فوائد نگارش مشارکتی، چالش‌هایی مربوط به مدیریت زمان و اختلاف­های فردی نیز شناسایی شدند. یافته‌ها، بینش‌های ارزشمندی در مورد تعامل پیچیده بین عوامل فردی و گروهی، در زمینۀ نگارش مشارکتی ارائه می‌دهند و نشان می‌دهند که ممکن است ارتباطی بین مهارت زبانی موجود و فوائد حاصل از نگارش مشارکتی وجود داشته باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

High-Performing and Low-Performing Iranian Learners' Attitude, Perception, and Motivation Toward Collaborative Writing

نویسندگان [English]

  • Rasoul Mohammad Hosseinpur
  • Farzaneh Bagheri
Department of English Language and Literature, University of Qom, Qom, Iran.
چکیده [English]

This study, grounded in sociocultural theory, explores Iranian learners' attitudes, perceptions, and motivations toward collaborative writing. A mixed-methods approach was employed, involving a sample of 50 learners with different performance levels (high and low). Quantitative data were collected through three questionnaires focusing on attitude, perception, and motivation, complemented by qualitative data from reflective journals. The results of the attitude, perception, and motivation questionnaires indicated a generally positive outlook towards collaborative writing across both performance levels. Notably, high-performing learners scored significantly higher across all dimensions. Qualitative analysis confirmed these findings, revealing a positive attitude toward the educational value of collaborative writing. High-performing learners were more enthusiastic about collaborative writing than their low-performing peers. Thematic analysis of qualitative data identified seven key themes: peer collaboration, personal preferences and individual factors, impacts and outcomes, language development, efficiency, and enjoyment. Despite the overall consensus on the benefits of collaborative writing, challenges related to time management and individual differences were also noted. The findings provide valuable insights into the complex interplay between individual and group factors in collaborative writing, suggesting a possible link between learners' existing language proficiency and the benefits they derive from collaborative writing.

کلیدواژه‌ها [English]

  • Attitude
  • collaborative writing
  • low- and high-performing learners
  • motivation
  • perception
  • reflective journal

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 14، شماره 4
بهمن 1403
صفحه 661-680

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