نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری آموزش زبان انگلیسی، واحد قائمشهر، دانشگاه آزاد اسلامی، قائمشهر، ایران
2 استادیار آموزش زبان انگلیسی، گروه زبانهای خارجی، واحد قائمشهر، دانشگاه آزاد اسلامی، قائمشهر، ایران
10.22049/jalda.2026.30880.1850
چکیده
این مطالعه ترکیبی، تأثیر سه مدل آموزشی درک مطلب آکادمیک حمایتی - حمایت مبتنی بر کلاس درس با رویکرد اجتماعی-فرهنگی جویس-گیبونز (2017)، چارچوب حمایت مشروط ون د پل و همکاران (2010) و رویکرد حمایت کویل (2015) در زمینۀ پیشرفت خواندن و ویژگیهای انتقادی فراگیرنده – را بر پیشرفت خواندن، انگیزه، تابآوری و خودتنظیمی دانشجویان کارشناسی در دانشگاه آزاد اسلامی مازندران بررسی نمود. در مجموع 120 دانشجوی فارسیزبان، 19 تا 25 ساله، از رشتههای تحصیلی مختلف، به طور تصادفی به سه گروه آزمایشی اختصاص داده شدند. ابزارهای استاندارد شامل آزمون تعیین سطح آکسفورد، پرسشنامه خودانگیزشی زبان دوم، پرسشنامه تابآوری، پرسشنامه خودتنظیمی و آزمون درک مطلب قبل و بعد از مداخله اجرا شد. طی 8 تا 10 هفته، هر گروه آموزشی حمایت متناسب با چارچوب مدل اختصاص داده شده خود را دریافت کرد. تحلیل واریانس چندگانه (MANOVA) بهبودهای قابلتوجهی را در تمام حوزههای اندازهگیری شده برای هریک ار سه مدل آموزشی در مقایسه با گروه شاهد نشان داد، که در آن ارقام مربوط به بزرگی تأثیر، نتایج قابل توجهی را در هر دو حوزۀ شناختی و عاطفی زبانآموز تأیید میکند. هر یک از این مدلها، اگرچه در مبانی آموزشی خود متمایز هستند، اما تعهد مشترکی به ارائه حمایت ساختاریافته، پاسخگو و تدریجی دارند که گذار زبانآموزان از عملکرد همراه با کمک به عملکرد مستقل را تسهیل میکند. دادههای کیفی حاصل از مصاحبههای نیمهساختاریافته، حاکی از برداشتهای مثبت زبانآموزان از آموزش حمایتی و نقش آن در افزایش مشارکت تحصیلی و عاطفی آنها داشت. یافتهها بر ارزش آموزشی استراتژیهای حمایتی خواندن در تقویت رشد جامع زبانآموز تأکید میکنند و دسنورالعمل هایی را برای ادغام رویکردهای حمایتی منطبق با فرهنگ در محیطهای یادگیری زبان انگلیسی به عنوان زبان خارجی ارائه می دهند.
کلیدواژهها
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