تأثیر آموزش راهبردمحور بر خودکارآمدی و اضطراب مهارت نگارش در بین زبان‌آموزان ایرانی

نوع مقاله: مقالات علمی‌پژوهشی

نویسندگان

1 دانشگاه کردستان

2 دانشگاه گلستان

چکیده

هدف از مطالعة حاضر بررسی تأثیرات آموزش راهبردهای نگارش[1] در زبان دوم بر خودکارآمدی نگارش[2] و اضطراب مهارت نگارش[3] در بین زبان‌آموزان ایرانی بود. بدین منظور، چهل و نه دانشجوی مقطع کارشناسی رشتة زبان و ادبیات انگلیسی در دو کلاس دست نخورده[4] به‌طور تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. برای تحقق اهداف پژوهش حاضر، دانشجویان گروه آزمایش (تعداد=26) به مدت یک ترم (12 جلسه آموزشی) آموزش راهبردهای نگارش زبان انگلیسی را دریافت نمودند، درحالی‌که دانشجویان گروه کنترل (تعداد=23) به روش معمولی و بدون دریافت آموزش راهبردی مورد آموزش قرار گرفتند. برای جمع‌آوری داده‌ها، مقیاس خودکارآمدی مهارت نگارش در زبان دوم و مقیاس اضطراب نگارش در زبان دوم استفاده شد. نتایج تحلیل کوواریانس نشان داد که آموزش راهبردمحور[5] در کلاس نگارش زبان انگلیسی به‌طور معناداری میزان خودکارآمدی نگارش زبان‌آموزان را افزایش داده‌است. همچنین، مشخص شد که سطح اضطراب نگارش شرکت‌کنندگان گروه آزمایش پس از دریافت آموزش راهبردهای نگارش به‌طور قابل توجهی کاهش یافته است. یافته‌های حاصل از پژوهش حاضر برای زبان‌آموزان، مدرسان و پژوهشگران مفید و کارآمد است.
 
[1] .writing strategy instruction
[2] .writing self-efficacy
[3] .writing anxiety
[4] .intact
[5] .strategy-based instruction
 
 
 

کلیدواژه‌ها


عنوان مقاله [English]

The Effect of Strategy-Based Instruction on Writing Self-Efficacy and Writing Anxiety of Iranian EFL Learners

نویسندگان [English]

  • Jalil Fathi 1
  • Ali Derakhshan 2
1 University of Kurdistan
2 Golestan University
چکیده [English]

Abstract
Research has consistently revealed that the employment of language learning strategies (LLSs) produces a significant share of variance in language achievement in general and writing strategy training on L2 writing performance, in particular. However, very few studies have been conducted in the Iranian context, so the present study aimed to investigate the effects of strategy-based instruction (SBI) in an English as a Foreign Language (EFL) writing course on enhancing writing self-efficacy and writing anxiety. In so doing, a sample of 49 Iranian EFL students were recruited. The participants were the students of two intact classes doing their BA in the field of English Language Literature. For the purpose of the current study, a twelve-week metacognition training program was integrated into the writing course of the experimental group (n=26). The students in the control group (n=23) received the regular, traditional writing instruction. The data were collected through administration of the two scales measuring second language writing self-efficacy, and anxiety. The findings indicated significant differences in favor of the experimental students in the writing self-efficacy. Besides, it was revealed that writing strategy instruction significantly reduced the writing anxiety of the participants. The findings offer significant implications for both EFL researchers and practitioners.
 

کلیدواژه‌ها [English]

  • writing self-efficacy
  • writing anxiety
  • strategy-based instruction
  • EFL
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