بررسی رابطه بین تفکر انتقادی، عزم یادگیری زبان خارجی، حل مسئله، و تاب‌آوری زبان‌آموزان سطح متوسط ایرانی: مدل‌سازی معادلات ساختاری

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد شهرضا، شهرضا، ایران.

چکیده

این پژوهش با هدف بررسی رابطه بین تفکر انتقادی، عزم یادگیری زبان خارجی، حل مسئله و تاب‌آوری زبان‌آموزان ایرانی زبان انگلیسی و ایجاد یک مدل معادلات ساختاری انجام شد. در این تحقیق که از نوع توصیفی و از نظر ماهیت کمی بود، 382 زبان‌آموز با سطح مهارت متوسط با استفاده از روش نمونه‌گیری در دسترس به‌عنوان شرکت‌کننده انتخاب شدند. همۀ شرکت‌کنندگان، دانش‌آموزان آموزشگاه‌های مختلف زبان شهرضا بودند. با تأیید مدیران آموزشگاه‌ها، جمع‌آوری داده‌ها در کلاس‌ها انجام شد و تکمیل پرسش‌نامه‌ها به‌طور متوسط 30 دقیقه زمان برد. از آنها خواسته شد به پرسش‌نامه‌هایی در زمینه تفکر انتقادی، عزم یادگیری زبان خارجی، حل مسئله و تاب‌آوری پاسخ دهند. مدل‌سازی معادلات ساختاری و تصویر بصری، مدل پیش‌فرض را تأیید کرد و تعاملی درونی و قوی بین متغییرهای تفکر انتقادی، عزم یادگیری، حل مسئله، و تاب‌آوری را نشان داد. با توجه به یافته‌ها، تفکر انتقادی باعث افزایش عزم یادگیری می‌شود و عزم یادگیری زبان خارجی باعث افزایش تاب‌آوری و حل مسئله می‌شود. علاوه‌بر این، این مطالعه نشان داد که عزم یادگیری زبان خارجی تأثیر بیشتری بر تاب‌آوری نسبت به حل مسئله دارد. نتایج این مطالعه دارای پیامدهای آموزشی برای مربیان و سیاست‌گذاران است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the Association among Iranian Intermediate EFL Learners’ Critical Thinking, L2 Grit, Problem Solving, and Resilience: A Structural Equation Modelling

نویسندگان [English]

  • Mohsen Shahrokhi
  • Leila Nikbakht
Department of English Language, Shahreza Branch, Islamic Azad University, Shahreza, Iran
چکیده [English]

In order to further highlight the relationship among Iranian intermediate EFL learners' critical thinking (CT), second language grit (L2G), problem-solving (PS), and resilience (R), the current study set out to create a structural equation model of evidence. This study used a descriptive methodology and was quantitative in nature. Convenience sampling was used to choose the three hundred eighty-two Iranian intermediate EFL learners who participated in the study. All participants were students from English language schools in Shahreza, Iran. With approval from the department chair, data collection was done in classrooms, and it took an average of thirty minutes to complete the questionnaires. They were asked to respond to four components' self-report questionnaires on critical thinking, L2 grit, problem-solving, and resilience. The structural Equation Modeling (SEM) and the schematic illustration confirmed the hypothesized model (RMSEA=.0.04; GFI =.0.824; NFI =0.551; CFI =0.746; IFI =0.551; TLI0.735), demonstrating a strong internal interaction among critical thinking, L2 grit, problem-solving, and resilience. According to the findings of the study, critical thinking enhances L2 grit, and L2 grit promotes resilience and problem-solving. Furthermore, the study discovered that L2 grit has a greater impact on resilience than problem-solving. The study's conclusions have educational implications for educators, policymakers, and investors.

کلیدواژه‌ها [English]

  • Critical thinking
  • L2 grit
  • problem-solving
  • resilience
  • structural equation modeling

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پژوهشهای زبانشناختی در زبانهای خارجی
دوره 14، شماره 3
آبان 1403
صفحه 385-401

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