Document Type : Research Article
Author
Associate Professor of TEFL, English Language Teaching Department, Faculty of Humanities, University of Hormozgan, Bandarabbas, Iran
Abstract
In the existing literature, feedback is often viewed as a one-way transfer of information from teachers to learners, thereby treating the learners as passive recipients. Nevertheless, the introduction of the concept of feedback-seeking behavior (FSB) into L2 writing has changed the learners’ role to proactive feedback seekers who solicit personally relevant information to improve their writing performance. Accordingly, the present study explored the status of feedback-seeking behavior, growth mindset and L2 writing selves among 40 BA Iranian students of TEFL. The necessary data were collected through a series of questionnaires related to the main variables and by conducting focus-group interviews. The collected data were analyzed using statistical procedures such as correlation, multiple regression and t-test and the qualitative data were analyzed through thematic analysis. The results indicated statistically significant correlations between the learners' FSB and their growth mindset and L2 writing selves. The results of multiple regression also pointed to the superiority of the ought-to L2 writing self in predicting the FSB of the participants. In addition, the independent samples t-test showed statistically significant differences between more- and less-experienced student writers in their tendency towards seeking feedback from their instructors. Furthermore, the focus-group interview data analysis revealed the significant role of the nature and complexity of writing tasks, learners' personal characteristics such as their stress and confusion during the writing process and the nature of teacher-student relationship in influencing their feedback-seeking behavior.
Keywords
Main Subjects
Article Title [Persian]
بررسی رابطه بین ادارک از خود در نویسندگی(ایده ال گرایی و بایستگی)، ذهنیت رشد و طلب بازخورد اصلاحی در نگارش زبان انگلیسی زبان آموزان ایرانی
Author [Persian]
- دکتر امید ملاحی
دانشیار آموزش زبان انگلیسی، گروه آموزش زبان انگلیسی، دانشکده علوم انسانی، دانشگاه هرمزگان، بندرعباس، ایران
Abstract [Persian]
در ادبیات موجود، بازخورد اغلب به عنوان انتقال یکطرفه اطلاعات از معلمان به فراگیران در نظر گرفته میشود و در نتیجه، آنها را به عنوان دریافتکنندگان منفعل اطلاعات تلقی میکند. با این حال، معرفی مفهوم رفتار جستجوی بازخورد در حوزه نگارش زبان دوم، نقش فراگیران را به نقش جویندگان فعال بازخورد که برای بهبود عملکرد نوشتاری خود به دنبال کسب اطلاعات مرتبط شخصی هستند، تغییر داده است. بر این اساس، مطالعه حاضر به بررسی وضعیت طلب بازخورد اصلاحی ، ذهنیت رشد و ادراک از خود در نگارش زبان دوم در میان ۴۰ دانشجوی کارشناسی ایرانی آموزش زبان انگلیسی پرداخت. دادههای لازم از طریق مجموعهای از پرسشنامههای مرتبط با متغیرهای اصلی و با انجام مصاحبههای گروه کانونی جمعآوری شد. دادهها با استفاده از روشهای آماری همچون همبستگی، رگرسیون چندگانه و آزمون t مورد تحلیل قرار گرفت و دادههای کیفی نیز از طریق تحلیل مضمونی تحلیل شدند. نتایج، حاکی از وجود همبستگیهای آماری معنادار بین طلب بازخورد اصلاحی و ذهنیت رشد و ادراک از خود در نگارش زبان دوم آنان بود. نتایج رگرسیون چندگانه نیز نشانگر توانمندی خرده متغیر بایستگی ادراک از خود در نگارش زبان دوم در پیشبینی طلب بازخورد اصلاحی در میان شرکت کنندگان پژوهش بود. علاوه بر این، آزمون t نمونههای مستقل، تفاوتهای آماری معناداری بین نویسندگان دانشجوی باتجربهتر و کمتجربهتر در تمایل به طلب بازخورد از خود نشان داد. علاوه براین، داده های جلسه مصاحبه گروه کانونی نشان داد که ماهیت و پیچیدگی فعالیت های نگارش، ویژگی های شخصیتی دانشجویان همانند میزان استرس و پریشانی آنها در طی فرایند نوشتن و نوع رابطه بین استاد-دانشجو بر طلب بازخورد آنها تاثیرگذار می باشند.
Keywords [Persian]
- بازخورد نوشتاری
- طلب بازخورد اصلاحی
- ذهنیت رشد
- خود بایستگی
- خود ایده آل گرایی
- خود نویسندگی در زبان دوم
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