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Zebardast, Mohammad Reza, Haddad Narafshan, Mehry, Shahabi, Hassan. (1402). The Impact of Self-Regulated Instruction on Reading Comprehension and Willingness to Admit Wrongness in Face-to-Face vs. Online Classes. جلوه هنر, 7(1), 35-58. doi: 10.22051/lghor.2022.36718.1517
Mohammad Reza Zebardast; Mehry Haddad Narafshan; Hassan Shahabi. "The Impact of Self-Regulated Instruction on Reading Comprehension and Willingness to Admit Wrongness in Face-to-Face vs. Online Classes". جلوه هنر, 7, 1, 1402, 35-58. doi: 10.22051/lghor.2022.36718.1517
Zebardast, Mohammad Reza, Haddad Narafshan, Mehry, Shahabi, Hassan. (1402). 'The Impact of Self-Regulated Instruction on Reading Comprehension and Willingness to Admit Wrongness in Face-to-Face vs. Online Classes', جلوه هنر, 7(1), pp. 35-58. doi: 10.22051/lghor.2022.36718.1517
Zebardast, Mohammad Reza, Haddad Narafshan, Mehry, Shahabi, Hassan. The Impact of Self-Regulated Instruction on Reading Comprehension and Willingness to Admit Wrongness in Face-to-Face vs. Online Classes. جلوه هنر, 1402; 7(1): 35-58. doi: 10.22051/lghor.2022.36718.1517

The Impact of Self-Regulated Instruction on Reading Comprehension and Willingness to Admit Wrongness in Face-to-Face vs. Online Classes

Journal of Language Horizons
مقاله 2، دوره 7، شماره 1 - شماره پیاپی 15، مرداد 2023، صفحه 35-58    اصل مقاله (341.19 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2022.36718.1517
نویسندگان
Mohammad Reza Zebardast1؛ Mehry Haddad Narafshan* 2؛ Hassan Shahabi3
1Ph.D. Candidate, Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran
2Assistant Professor, Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran
3Assistant Professor, Department of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran.
چکیده
The emerging technologies and their applications in education necessitate attempts to establish and test theories that can affect the optimal benefit of student learning and teacher training. Self-regulated learning theory is one of the most influential theories that recognize the interconnections of different factors for optimal learning as an ongoing process. Therefore, this study attempted to probe the efficiency of self-regulated learning to develop learners’ reading comprehension and willingness to admit wrongness in an online learning context in addition to the face-to-face learning environment. To address this issue, a quasi-experimental design was utilized. The experimental groups were instructed to be self-regulated through receiving self-regulated learning strategies, while the control group received no self-regulated instructions. The statistical analysis of the paired sample t-test indicated that just the experimental groups exhibited significant improvement in being empowered with higher levels of reading comprehension and willingness to admit wrongness. Additionally, as the ANCOVA analysis showed, the online group had a better performance compared with the control and face-to-face group regarding reading comprehension skills. The findings tend to direct the attention of researchers, teachers, and course designers toward the importance of using self-regulation models as a possible way to move away from traditional teaching.
کلیدواژه‌ها
face-to-face classrooms؛ online classrooms؛ reading comprehension؛ self-regulation؛ willingness to admit wrongness
عنوان مقاله [English]
تأثیر آموزش خود-تنظیمی بر درک مطلب و تمایل به پذیرش اشتباه در کلاس‌های حضوری در مقایسه با کلاس‌های برخط
نویسندگان [English]
محمدرضا زبردست1؛ مهری حداد نارافشان2؛ حسن شهابی3
1دانشجوی دکترا، گروه زبان های خارجی، دانشکده ادبیات و علوم انسانی، واحد کرمان، دانشگاه آزاد اسلامی، کرمان، ایران
2استادیار، گروه زبان‌های خارجی، دانشکده ادبیات و علوم انسانی، واحد کرمان، دانشگاه آزاد اسلامی، کرمان، ایران
3ستادیار، گروه زبان های خارجی، دانشکده ادبیات و علوم انسانی، واحد کرمان، دانشگاه آزاد اسلامی، کرمان، ایران.
چکیده [English]
فناوری‌های نوظهور و کاربردهای آن‌ها در آموزش، ما را ملزم به تلاش در ایجاد و آزمونِ نظریه‌هایی می کند که می‌توانند بر بهره‌مندی بهینه یادگیری دانش‌آموز و آموزش معلم تأثیر بگذراند. نظریه یادگیری خود-تنظیمی، یکی از تأثیرگذارترین نظریه‌هایی است که پیوندهای عوامل مختلف برای یادگیری بهینه به مثابه یک فرایند در حال پیشرفت را شناسایی می‌کند. بنابراین، این پژوهش سعی کرده ‌است کارایی یادگیری خود-تنظیمی در رشد درک مطلب زبان‌آموز و تمایل به پذیرش اشتباه در محیط یادگیری برخط را افزون بر محیط یادگیری حضوری بررسی کند. برای پرداختن به این موضوع، از یک طرح شبه-آزمایشی استفاده شد. به گروه‌های آزمایشی تعلیم داده شد که از طریق دریافت راهبردهای یادگیری خودتنظیمی به قابلیت خود-تنظیمی برسند در حالی که گروه کنترل هیچ‌گونه دستورالعمل خود-تنظیمی دریافت نکردند. تجزیه و تحلیل آماری آزمون تی-جفتی نشان داد که فقط گروه‌های آزمایشی پیشرفت قابل توجهی در درک مطلب خواندن و تمایل به پذیرش اشتباه داشتند. افزون بر این، همان گونه که تجزیه و تحلیل آماری آزمون کوواریانس نشان داد، گروه برخط در مقایسه با گروه کنترل و حضوری در زمینه مهارت درک مطلب خواندن عملکرد بهتری داشت. این یافته‌ها می‌تواند مورد توجه پژوهشگران، معلمان و طراحان دوره‌های آموزشی به منظور اهمیت استفاده از مدل‌های خود-تنظیمی به عنوان روشی جایگزین برای آموزش سنتی قرار بگیرد.
کلیدواژه‌ها [English]
کلاس حضوری, کلاس برخط, درک مطلب خواندن, خود-تنظیمی, تمایل به پذیرش اشتباه
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