رابطه‌ بین انواع بازخورد، یادگیری خودتنظیمی و پیشرفت نگارش

نوع مقاله: علمی پژوهشی

نویسندگان

1 دانشگاه تهران تهران ایران

2 دانشگاه تربیت مدرس

3 دانشگاه تهران

چکیده

این پژوهش با هدف بررسی رابطه‌ میان انواع بازخورد ،یادگیری خودتنظیمی و پیشرفت نگارش انجام شد. بدین منظور، از طرح تحقیق شبه تجربی استفاده شد که در آن سه گروه آزمایشی برای هر یک از سه نوع بازخورد و یک گروه گواه در نظر گرفته شد. تعداد 30 فراگیر زبان در هر یک از گروه‌ها حاضر بودند و پرسشنامه ارزیابی خودتنظیمی آکادمیک را در پیش‌آزمون و پس‌آزمون تکمیل کردند و نگارش آن‌ها پیش و بعد از دریافت آموزش ارزیابی شد. نتایج آماری نشان داد که تفاوت معناداری بین توانایی خودتنظیمی چهار گروه با توجه به نوع بازخورد دریافتی وجود ندارد. علاوه بر این، نتایج آزمون t زوجی نشان داد که تفاوت آماری معناداری بین توانایی خودتنظیمی چهار گروه در پیش‌آزمون و پس‌آزمون وجود ندارد. نتایج آماری رابطه‌ی ضعیف و مثبتی را بین توانایی یادگیری خودتنظیمی و پیشرفت نگارش از طریق دریافت بازخورد معلمان نشان داد. در مقابل، رابطه‌ی ضعیف و معکوسی بین توانایی خودتنظیمی و پیشرفت نگارش از طریق بازخورد همسالان، مبتنی بر رایانه و بدون بازخورد مشاهده شد.

کلیدواژه‌ها


عنوان مقاله [English]

The Interplay between Feedback Types, Self-Regulated Learning, and Writing Achievement

نویسنده [English]

  • shahrzad Amini 1
1 English department Tehran university Tehran Iran
چکیده [English]

This study intended to investigate the relationship among feedback types, self-regulated learning, and writing achievement. To this end, a type of the non-randomized control group pre-test post-test design, was applied, where three experimental groups, for the three types of feedback as treatments, and a control group were postulated, each including about 30 Iranian EFL students, who were pre-post tested through the Academic Self-Regulated Learning Scale (ASRL-S) questionnaire, and whose writings were inter-rated both before and after the treatments. The results of the one-way between-groups ANOVA indicated a statistically insignificant difference between the self-regulatory ability of the four groups with respect to the type of feedback they received. Moreover, the results of paired samples t-test showed a statistically insignificant difference in all the four within-group self-regulatory abilities from pretest to posttest. Furthermore, the results of Pearson product-moment correlation coefficient indicated a small positive correlation between self-regulatory learning and writing achievement with teacher feedback; however, small negative correlations were revealed between self-regulatory learning and writing achievement with peer, computer-assisted, and no feedback.

کلیدواژه‌ها [English]

  • Computer
  • Feedback
  • Peer
  • Self-regulated Learning
  • Teacher
  • Writing
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