تقویت یادگیری خودتنظیمی زبان‌آموزان ایرانی: بررسی تاثیر خودسنجی و همسال‌سنجی در مهارت نگارش در زبان دوم

نوع مقاله: علمی پژوهشی

نویسندگان

1 گروه زبان و ادبیات انگلیسی، دانشگاه کردستان، سنندج، ایران

2 دانشگاه الزهرا

چکیده

خود-تنظیمی به عنوان توانایی افراد در تنظیم و هدایت احساسات، عواطف، افکار و رفتارخود و یادگیری مفهومی است که در روانشناسی تربیتی و آموزش توجه زیادی را به خود جلب کرده است. هدف از پژوهش حاضر بررسی اثربخشی دو روش خودسنجی و همسال‌سنجی در یک دوره آموزش مهارت نوشتاری در بهبود یادگیری خود-تنظیمی بوده است. بدین منظورهفتاد و نه زبان آموز با مهارت زبانی متوسط در قالب سه کلاس دست نخورده در این مطالعه شرکت نمودند. یکی از کلاسها به عنوان گروه خودسنجی، کلاس دیگر گروه همسال‌سنجی و گروه سوم هم به عنوان گروه کنترل که در آن سنجش توسط خود معلم انجام می شد در نظر گرفته شد. پس از انجام مداخله و آموزش مربوط به هر گروه وبا توجه به نمرات پیش آزمون و پس آزمون هر سه گروه در آزمون یادگیری خود-تنظیمی، نتایج تحلیل کوواریانس نشان داد که خود-سنجی و همسال‌سنجی تاثیر مثبتی بر افزایش میزان یادگیری خودتنظیمی داشتند. بررسی بیشتر داده ها بیانگر این بود که تفاوت معنی داری بین گروه خودسنجی و همسال‌سنجی وجودنداشت.

کلیدواژه‌ها


عنوان مقاله [English]

Fostering Self-regulated Learning of Iranian EFL Students: An investigation of the Effect of Self and Peer Assessment in L2 Writing

نویسندگان [English]

  • Jalil Fathi 1
  • Mohsen Shirazizadeh 2
1 English department, University of Kurdistan, Sanandaj, Iran
2 English Department, Alzahra University
چکیده [English]

The purpose of the current study was to investigate the effectiveness of practicing self- and peer-assessment in a course of writing in enhancing self-regulated learning. In so doing, seventy nine intermediate Iranian EFL students in the form of three intact classes at Islamic Azad University participated in this study. One of the classes was considered as the self-assessment group, the other class was assigned to peer-assessment group and the third class was assigned as the control group of the study. After the conduction of the study and the related intervention and treatment in each group, the scores of the students in the three groups on the pre-test and post-test of self-regulated learning were taken into account. The analyses of covariance revealed that self-assessment and peer-assessment practices had a positive impact on students' level of self-regulated learning . Further analysis indicated that there was not statistically significant difference between the self-assessment and peer-assessment groups in terms of self-regulation.

کلیدواژه‌ها [English]

  • Self-assessment
  • Peer-assessment
  • Self-regulated Learning
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