Document Type : Research Article

Authors

1 Ph.D. Candidate in ELT, Language, Science and Research Branch, Islamic Azad University, Tehran, Iran http://orcid.org/0000-0002-2556-5812

2 Assistant Professor of TEFL, Department of English Language, Karaj Branch, Islamic Azad University, Karaj, Iran http://orcid.org/ 0000-0002-7360-4097

3 Assistant Professor of TEFL, Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran http://orcid.org/ 0000-0002-6273-2739

Abstract

An awareness of one's own learning processes seems not to occur without language learners, engagement in SRL strategies in terms of behavioral, emotional, cognitive, metacognitive, and environmental aspects during learning procedures, which leads to high-quality planning for learning (Krause & Coates, 2008). This mixed method study was conducted to explore the effectiveness of self-regulated language learning in developing metacognitive awareness of grammar strategies and compared it with non-self-regulated groups. To this end, a total of 122 homogenized intermediate EFL learners were randomly allocated to one of three groups (two experimental and one control).  To collect data, all groups were subjected to three different treatments. The data analysis of non-parametric Kruskal-Wallis indicated that self-regulated language learning strategies instruction (cyclical & emotional regulation) had a significant effect on the EFL participants' metacognitive awareness of grammar strategies. Also, the SRL (C & ER) model improved the learners' metacognitive awareness more than the SRL (C) model and was followed by F on F method, which showed the lowest performance. For more evidence of learners’ engagement in SRL strategies during the learning process, an SRGL questionnaire was administered to EFL learners at the pre-test and post-test phases. A paired sample t-test data analysis revealed that the participants in both SRL models outperformed in the use of self-regulatory strategies. The result of the paired t-test of emotion regulation data also represented a large effect size. Regarding learners’ attitudes towards implementing SRL models, the frequency data and chi-square analysis of both experimental groups indicated that most students significantly held a positive perception of these techniques. Therefore, this study provides implications for teachers and syllabus designers to design SRL task modeling compatible with learners’ language levels.

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Main Subjects

Article Title [Persian]

مدل چرخشی یادگیری خودتنظیمی و آگاهی فراشناختی استراتژی‌های گرامر زبان انگلیسی / زبان آموزان ایرانی

Authors [Persian]

  • رویا صفری 1
  • دکتر فرید قائمی 2
  • دکتر مسعود سیری 3

1 دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران

2 استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد کرج، کرج، ایران

3 استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران

Abstract [Persian]

به نظر می­رسد آگاهی از فرایندهای یادگیری، بدون تداخل  رفتاری، احساسی، شناختی و فراشناختی و محیطی زبان­آموزان در فرایند یادگیری که منجر به یادگیری و برنامه­ریزی با کیفیت بالا می­شود، امکان­پذیر نیست (کروس و گوتز، 2008) .بنابراین روش ترکیبی این مطالعه جهت بررسی تاثیر مدلهای یادگیری خودتنظیمی (­مدل چرخه­ای به انضمام تنظیم احساس) بر آگاهی فراشناختی استراتژیهای گرامر زبان انگلیسی به عنوان زبان خارجی و مقایسه آن با روش آموزشی غیر خود تنظیمی، بکار گرفته شد. لذا در راستای این هدف، 122 زبان آموز همگن شده در سطح متوسط به صورت تصادفی جهت شرکت در گروههای آزمایشی و کنترل انتخاب شدند. برای جمع­آوری داده­ها، همه گروهها در معرض سه نوع آموزش متفاوت قرار گرفتند. تحلیل آماری غیر پارامتریک کروسکال والیس نشان داد که آموزش استراتژیهای یادگیری خودتنظیمی (چرخشی و تنظیم احساس) تاثیر معناداری بر آگاهی فراشناختی استراتژیهای گرامر زبان­آموزان دارد. همچنین مدل چرخشی یادگیری خود تنظیمی تاثیر مثبتی بر آگاهی فراشناختی داشت، که کمترین عملکرد در روش تمرکز بر فرم دیده شد. برای کسب شواهد بیشتر از تداخل زبان­آموزان در استراتژیهای یادگیری خودتنظیمی در فرآیند یادگیری، پرسشنامه یادگیری خودتنظیمی گرامر در مرحله پیش­آزمون و پس­آزمون به یادگیرندگان زبان خارجی داده شد. نتیجه آزمون تی زوجی عملکرد بالایی در بکارگیری استراتژیهای یادگیری خودتنظیمی به ترتیب نشان داد. نتایج آزمون تی زوجی تنطیم احساس همچنین ضریب تاثیر بالایی را نشان داد و نیز درصد فراوانی از زبان آموزان به طور معناداری نگرش مثبتی را  نسبت به این نوع از مدل­های آموزشی نشان دادند. بنابراین، این مطالعه برای معلمان و طراحان درسی جهت طراحی کار آموزشی که منجر به افزایش آگاهی فراشناختی در زبان آموزان خارجی می­شود، کاربرد دارد.

Keywords [Persian]

  • آگاهی فراشناختی
  • مدل چرخه‌ای
  • خودتنظیمی زبان
  • تداخل رفتاری
  • احساسی
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