طراحی و اعتبار سنجی پرسشنامه راهکارهای مطلوب مدرسان زبان انگلیسی برای کاهش اضطراب فراگیران زبان انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

گروه آموزش زبان انگلیسی دانشگاه آزاد اسلامی، واحد تهران مرکزی،تهران ،ایران.

چکیده

هدف از این تحقیق ساخت و اعتبارسنجی ابزاری جهت اندازه‌گیری راهکارهای معلمان زبان انگلیسی برای کاهش اضطراب یادگیری در زبان‌آموزان بود. در این پژوهش ترکیبی، با بهره گیری از روش متوالی اکتشافی و با استفاده از نمونه گیری آسان، 200 معلم زبان انگلیسی از موسسه های زبان کیش و سفیر در تهران به عنوان شرکت کننده انتخاب شدند. برای طراحی آیتم‌های پرسشنامه، با 30 معلم زبان انگلیسی که به طور تصادفی از میان 200 معلم اولیه انتخاب شده بودند مصاحبه شد و از آنها در باره علل اضطراب زبان آموزان و راهکارهای کاهش اضطراب مربوط به یادگیری زبان آموزان سوال شد. براساس نتایج تحلیل محتوای پاسخ ها و دیدگاه‌های نظری موجود و پیشینه تجربی، یک پرسشنامه با 18 آیتم جهت اندازه‌گیری راهکارهایی که معلمان زبان استفاده می کنند طراحی شد. در نتیجه تحلیل عاملی اکتشافی، یک مدل شامل چهار عامل آموزش مرتبط با فرآیند یادگیری، آموزش صریح راهکارهای کاهش اضطراب ، مواد درسی، و نحوه آموزش استخراج شد. نتایج تحلیل عاملی تاییدی نیز نشان داد که این مدل چهار عاملی دارای روایی قابل قبول است. بر اساس نتایج، این پرسشنامه از ویژگی‌های روان‌سنجی رضایت‌بخشی برخوردار است و می‌توان از آن جهت اندازه‌گیری راهکارهای معلمان برای کاهش اضطراب زبان آموزان استفاده نمود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Development and Validation of EFL Teachers’ Preferred Use of Anxiety Reducing Strategies Questionnaire

نویسندگان [English]

  • Alireza Bekhrad
  • Behdokht Mall-Amiri
  • Nasim Shangarffam
Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده [English]

This study aimed at developing and validating a scale for measuring EFL teachers’ perceived strategies for reducing their learners’ language learning anxiety (LLA). In this mixed-methods research, adopting an exploratory sequential design and convenient sampling, 200 EFL teachers from Kish and Safir language schools in Tehran were selected as participants. To develop the items for the scale, 30 EFL teachers, randomly selected from the initial 200 teachers, were interviewed on their perceptions of learners' sources of anxiety and the strategies they preferred to use to reduce their learners’ LLA. The results of interview content analysis along with the extant theoretical standpoints and empirical literature were drawn upon to develop an 18-item questionnaire for measuring EFL teachers’ preferred English LLA reducing strategies for learners. The results of Exploratory Factor Analysis (EFA) revealed a four-factor model including learning process-related, explicit teaching of anxiety reducing strategies (ARS), materials, and presentation of instruction. The results of Confirmatory Factor Analysis (CFA) also indicated that this four-factor model has acceptable reliability and validity. On the basis of the results, the developed questionnaire enjoys acceptable psychometric characteristics and can be reliably used to quantify and measure EFL teachers' preferred use of strategies to reduce their learners' anxiety.

کلیدواژه‌ها [English]

  • Language Learning Anxiety
  • Reducing Anxiety
  • Sources of Anxiety
  • Strategies
  • Teachers’ Perceptions

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https://doi.org/10.1177/0734282913513686
پژوهشهای زبانشناختی در زبانهای خارجی
دوره 14، شماره 1
خرداد 1403
صفحه 49-64

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