وضوح در تدریس استاد زبان و مشارکت زبان‌آموزان انگلیسی: نقش میانجی خستگی تحصیلی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

گروه زبان انگلیسی، دانشکده ادبیات، دانشگاه زابل، ایران

چکیده

در فرآیند یادگیری زبان خارجی، متغیرهای محیطی از جمله رفتار و شیوه تدریس استاد تأثیر قابل توجهی بر مشارکت کلاسی زبان‌آموزان دارند. علاوه بر آن، عوامل عاطفی مانند احساس خستگی تحصیلی نقش مهمی در تعاملات کلاسی ایفا می‌کنند و می‌توانند انگیزه و مشارکت دانشجویان را تحت تأثیر قرار دهند. در این راستا، پژوهش‌هایی به بررسی این روابط پرداخته‌اند، اما نیاز به تحقیقات بیشتر در این زمینه احساس می‌شود. با توجه به این ضرورت، این مطالعه، به بررسی ارتباط بین وضوح در تدریس اساتید زبان، خستگی زبان‌آموزان و مشارکت تحصیلی آن‌ها در مقطع کارشناسی رشته‌ی زبان انگلیسی در ایران پرداخت. علاوه بر این، تأثیر میانجی خستگی بر ارتباط بین وضوح در تدریس و مشارکت، مورد آزمایش قرار گرفت. بر این اساس، 291 دانشجوی زبان انگلیسی از طریق نمونه‌گیری در دسترس، دعوت شدند و از آنان درخواست شد که پرسشنامه های خود اظهاری مربوط به وضوح در تدریس استاد، مشارکت زبان آموز و خستگی تحصیلی را تکمیل کنند. روایی و پایایی پرسشنامه‌ها، مورد بررسی قرار گرفت. نتایج تحلیل مدل‌سازی معادلات ساختاری، نشان داد که وضوح در تدریس با مشارکت دانشجویان رابطه مستقیم و با میزان خستگی رابطه عکس دارد. علاوه بر این، خستگی، به‌طور معکوس و به‌طور قابل توجهی، مشارکت را پیش‌بینی کرد. یافته‌ها، همچنین نشان داد که خستگی، تأثیر وضوح در تدریس بر مشارکت را میانجی‏گری می‌کند. در پایان تحقیق، مضامین نظری و تجربی، مورد بحث قرار گرفت و پیشنهاداتی برای تحقیقات آتی ارائه شد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Teacher Clarity and EFL Learners’ Engagement: The Mediating Role of Boredom

نویسندگان [English]

  • Nasser Fallah
  • Behruz Lotfi Gaskaree
  • Sajjad Zahedi Moghaddam
Department of English Language, University of Zabol, Zabol, Iran
چکیده [English]

In the process of foreign language learning, environmental variables—particularly the instructor’s behavior and teaching approach—play a significant role in shaping learners’ classroom engagement. In addition to these external factors, emotional aspects such as academic boredom also influence student interactions, motivation, and level of participation in class activities. Although several studies have investigated the connections between teaching-related factors and student outcomes, further research is still needed to deepen our understanding of these complex relationships. In line with this need, the present study aimed to explore the relationships among teacher clarity, academic boredom, and academic engagement among undergraduate students majoring in English in Iran. Furthermore, the potential mediating role of boredom in the relationship between teacher clarity and student engagement was also examined. To this end, 291 English language learners were selected through convenience sampling and invited to complete a set of questionnaires. The reliability and validity of the instruments were carefully assessed. Structural equation modeling results revealed that teacher clarity was positively associated with students' academic engagement and negatively associated with their academic boredom. In addition, boredom significantly and negatively predicted students' engagement levels. The findings also confirmed that academic boredom mediates the relationship between teacher clarity and academic engagement. The study concludes with a discussion of theoretical and practical implications and offers directions for future research.

کلیدواژه‌ها [English]

  • Teacher Clarity
  • Student Engagement
  • Academic Boredom
  • EFL Learners
  • Iranian EFL context
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