مقایسه میزان اضطراب و عملکرد نوشتاری در بازخورد حضوری و برخط

شکرآبی, زینب

doi:10.22059/jflr.2023.364850.1065

مقایسه میزان اضطراب و عملکرد نوشتاری در بازخورد حضوری و برخط

نوع مقاله : علمی پژوهشی(عادی)

نویسنده

زینب شکرآبی

گروه زبان و ادبیات ژاپنی، دانشکده زبان‌ها و ادبیات خارجی، دانشگاه تهران، تهران، ایران

10.22059/jflr.2023.364850.1065

چکیده

در این مطالعه، با تمرکز بر بازخورد اصلاحی به تحلیل تعامل پیچیده میان بازخورد، اضطراب و عملکرد نوشتاری در یادگیری زبان دوم پرداخته می‌شود. گرچه همچنان بحث‌ها در خصوص کارایی بازخورد ادامه دارد، پژوهش‌های پیشین بر تاثیر مثبت این نوع بازخورد بر جنبه‌های زبانی در نوشتار تاکید می‌کند. ویژگی پژوهش حاضر، بررسی تاثیر بازخورد حضوری و برخط بر کنش‌های عاطفی و نتایج یادگیری در زبان‌های کمتر تدریس شده مانند زبان ژاپنی است. این مطالعه مبتنی بر نظریه شناخت اجتماعی، چگونگی تعامل باورها و منابع بازخورد زبان‌آموزان با اضطراب را برای شکل دادن مهارت نوشتن بررسی و رابطه پیچیده بین بازخورد، اضطراب و عملکرد نوشتاری را در شرایط مختلف (بازخورد برخط و حضوری مدرس و هم‌کلاسی) را بررسی می‌کند. به ‌این منظور، 84 زبان‌آموز زبان ژاپنی به نگارش انشای ژاپنی پرداخته و به پرسشنامه اضطراب پاسخ دادند که سطح اضطراب و عملکرد نوشتاری آنان در شرایط بازخورد برخط و حضوری از مدرس و هم‌کلاسی بررسی شد. نتایج نشان داد که ارتباط معنا‌داری بین کاهش اضطراب و بهبود انشا وجود دارد. این ارتباط در بازخورد همکلاسی قوی‌تر است. به‌علاوه، فارغ از شرایط بازخورد، زبان‌آموزانی که از هم‌کلاسی بازخورد دریافت می‌کنند، اضطراب کمتری را تجربه می‌کنند. هم‌چنین، بازخورد مدرس به صورت چشمگیری کیفیت انشا را افزایش داده و بر اضطراب غلبه می‌کند. این موضوع بر نقش کلیدی نگرش زبان‌آموزان در شکل‌دهی تجارب یادگیری تاکید می‌کند. پژوهش حاضر همچنین بر اهمیت راهبردهای آموزشی مناسب در بهینه‌سازی نتایج یادگیری زبان با در نظر گرفتن وضعیت‌ عاطفی و ترجیحات زبان‌آموزان در طراحی بازخورد موثر تاکید می‌کند.

کلیدواژه‌ها

عنوان مقاله [English]

Anxiety and Writing Performance in Online vs. Face-to-Face Feedback Condition

نویسنده [English]

Zeinab Shekarabi

Department of Japanese Language and Literature, University of Tehran, Tehran, Iran

چکیده [English]

This study delves into the complex interplay between feedback, anxiety, and writing performance in second language learning, with the focus on written corrective feedback. While debates persist on the efficacy of feedback, existing literature underscores its positive impact on language focus and subsequent writing tasks. Unique to this research is its exploration of less commonly taught languages such as Japanese as well as its investigation of the differential effects of online versus face-to-face feedback delivery on emotional responses and learning outcomes. Grounded in social cognitive theory, the study examines how students' beliefs and feedback sources interact with anxiety to shape writing proficiency and explores the intricate relationship between feedback, anxiety, and writing performance in different corrective feedback conditions (i.e., online versus face-to-face teacher and peer feedback). To this end, 84 JFL learners wrote Japanese essays and answerer to an anxiety questionnaire. Then, the learners' anxiety levels and Japanese writing performance under conditions of online and face-to-face teacher and peer feedback were investigated. Results revealed a significant connection between anxiety reduction and improved writing scores, with peer feedback exhibiting a stronger correlation. Moreover, students experienced lower anxiety levels with peers compared to teachers regardless of the delivery mode. Remarkably, teacher feedback significantly enhanced composition quality, outweighing the influence of anxiety. This emphasizes the pivotal role of student attitudes in shaping learning experiences. The study also highlights the importance of tailored pedagogical strategies in optimizing language learning outcomes by considering students' emotional states and preferences when designing effective feedback mechanisms.

کلیدواژه‌ها [English]

Anxiety
Corrective feedback
Online vs. face-to-face feedback
Teacher and peer feedback
Writing performance

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