Document Type : Research Articles

Authors

1 Assistant Professor, TEFL Department, Faculty of Humanities, IAU University, East Tehran Branch, Tehran, Iran, https://orcid.org/0000-0002-0126-9875

2 Assistant Professor, TEFL Department, Faculty of Humanities, IAU University, East Tehran Branch, Tehran, Iran, https://orcid.org/0000-0001-5782-5108

Abstract

A great deal of individual difference with reference to learners’ beliefs, thoughts, and behaviors can be explained in terms of the learning style the individuals adopt during the learning process. These learning styles have been labeled initiating, experiencing, creating / imagining, reflecting, analyzing, thinking, deciding, acting, and balancing according to Kolb and Kolb (2013). This research was conducted to develop and validate a multidimensional structure of the Kolb learning style inventory v. 4.0 (KLSI 4.0) in an Iranian context. KLSI 4.0 which is conceptualized in Experiential Learning Theory was then developed and evaluated through a series of validation procedures. Eight hundred thirty-three EFL learners studying English as ESP in IAU East Tehran Branch participated in the main phase of this study. Confirmatory Factor Analysis (CFA) through Structural Equation Modeling validated the proposed nine types KLSI 4.0. The outcomes of the initial piloting of the KLSI 4.0 did not show an acceptable fit due to high degree of correlation between some factors under the broad construct of learning style. Three factors indicating the highest degree of correlation were thus merged and the model was run again with modified six-factor LSI. Findings confirmed that learning style is a multidimensional construct in which the six factors are conceptually related. Reliability and validity estimates were examined and provided satisfactory psychometric properties of the inventory. In fact, the six-factor-correlated model of KLSI 4.0 revealed an acceptable model fit. Pedagogical implications and suggestions for further research were also discussed. The CFA applied in the research is distinguished from the initial assumptions in the literature and is more straightforward than originally presumed. This paper might be therefore used as a starting empirical point for further cross-validation analyses and educational implications. 

Keywords

Main Subjects

Article Title [فارسی]

تهیه و اعتبار سنجی پرسشنامه سبک یادگیری کلب ورژن ۴

Authors [فارسی]

  • دکتر شکوه رشوند سمیاری 1
  • دکتر مه ناز آزاد 2

1 استادیار گروه آموزش زبان انگلیسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد تهران شرق، تهران، ایران

2 استادیار گروه آموزش زبان انگلیسی، دانشکدۀ علوم انسانی، دانشگاه آزاد سلامی واحد تهران شرق، تهران، ایران

Abstract [فارسی]

بسیاری از تفاوت های فردی مرتبط با عقاید، افکار، و رفتار فراگیران بر حسب سبک یادگیری که آنها در طی فرآیند یادگیری انتخاب می کنند، قابل تعبیر است. این سبک های یادگیری طبق نظر کلب و کلب (۲۰۱۳) عبارتند از شروع کننده، تجربه کننده، مبتکر / خلاق، متفکر، تحلیل گر، تامل کننده، تصمیم گیرنده، عمل گرا، و متعادل. این تحقیق به منظور تهیه و اعتبار سنجی ساختار چند بعدی پرسشنامه سبک یادگیری کلب ورژن ۴ در کشور ایران انجام شده است. پرسشنامه فوق به نظریه یادگیری تجربی منوط شده و توسط رویکردهای اعتبار سنجی تهیه و ارزیابی گردیده است. ۸۳۳ دانشجو که زبان انگلیسی را بعنوان زبان خارجی فرا می گیرند و در دانشگاه آزاد اسلامی واحد تهران شرق درس می خوانند، در این تحقیق مشارکت داشته اند. تحلیل عاملی تاییدی با استفاده از الگوی معادلات ساختاری جهت اعتبار سنجی پرسشنامه فوق (شامل ۹ سبک یادگیری) استفاده گردیده است. نتایج بررسی اولیه پرسشنامه کلب ورژن ۴ برازش قابل قبولی را نشان نداد، چرا که همبستگی بالایی بین سبک های یادگیری وجود داشت. بمنظور حل مشکل فوق، ۳ سبک یادگیری که بالاترین مقدار همبستگی را نشان می دادند با یکدیگر تلفیق گردیده و مدل دیگری برای پرسشنامه جدید که حالا شامل ۶ سبک یادگیری بود، ترسیم گردید. نتایج نشان داد که پرسشنامه جدید قابل قبول بوده و از برازش مناسبی برخوردار بوده است. پایایی و روایی مدل نیز رضایتبخش بود. در حقیقت پرسشنامه سبک یادگیری کلب ورژن ۴ شامل ۶ سبک یادگیری برازش مناسبی را نشان داد. کاربرد آموزشی و پیشنهاداتی به منظور تحقیقات آتی نیز ارائه گردید. 

Keywords [فارسی]

  • سبک یادگیری
  • مراحل اعتبار سنجی
  • تحلیل عاملی تاییدی
  • الگوی معادلات ساختاری
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