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Exploring the impact of Self- efficacy and Learning Styles on Iranian EFL Learners' Achievement Scores | ||
Journal of Language Horizons | ||
دوره 4، شماره 1 - شماره پیاپی 7، فروردین 2020، صفحه 87-104 اصل مقاله (482 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2020.27444.1166 | ||
نویسندگان | ||
Shokouh Rashvand Semiyari* 1؛ Sareh Jahani2 | ||
1Department of English Language Teaching, East Tehran Branch, Islamic Azad University, Tehran, Iran, | ||
2M.A. Graduate, Department of English Language Teaching, West Tehran Branch, Islamic Azad University, Tehran, Iran | ||
چکیده | ||
Although all human beings share the same bio-psychological features in the learning process, their preferences concerning the ways of giving meaning and acquiring information may vary considerably. In fact, these are the individual-specific differences which play key roles in learning process. The more we know about these differences, the better we can analyze the learning process. To determine whether those who are academically more successful, favor a particular learning style and/or have necessarily high degree of self-efficacy, among the various individual-specific differences, the learning styles and self-efficacy have been addressed in this study. A number of 110 advanced Iranian EFL learners studying English at a Language Institute in Tehran took part in this study. The homogenized sample of the study was selected with respect to their scores on the Oxford placement test (OPT). Then, the Kolb’s (1984) learning styles inventory, the general self-efficacy scale designed by Schwarzer and Jerusalem (1995), and the achievement test were administered to the participants. The results of the study showed that there was a significant relationship between learners' self-efficacy and their achievement test scores. There was not a significant relationship between learners’ vocabulary scores and their self-efficacy though. The results of the regression analyses showed that 15% of variability in reading comprehension score and 27% of variability in grammar score were predicted by Iranian EFL learners' self-efficacy. The results of ANOVA omnibus test of different groups of learning style revealed that there was no statistically significant correlation between Iranian EFL learners' learning styles and their achievement test scores. In the end, implications and suggestions for further research were proposed. | ||
کلیدواژهها | ||
Learning styles؛ Self-efficacy؛ Learners' achievement؛ EFL Learners؛ Individual differences | ||
عنوان مقاله [English] | ||
بررسی تأثیر خودکارآمدی و سبک یادگیری بر نمرات پیشرفت تحصیلی زبانآموزان ایرانیِ زبان انگلیسی بهعنوان زبان خارجی | ||
نویسندگان [English] | ||
شکوه رشوند سمیاری1؛ ساره جهانی2 | ||
1استادیار گروه آموزش زبان انگلیسی، واحد تهران شرق، دانشگاه آزاد اسلامی، تهران، ایران | ||
2دانشآموختۀ کارشناسی ارشد،گروه آموزش زبان انگلیسی، واحد تهران غرب، دانشگاه آزاد اسلامی، تهران، ایران | ||
چکیده [English] | ||
گرچه تمام انسانها ویژگیهای زیستی و روانشناختی یکسانی در فرایند یادگیری دارند، الویتهای آنها در معنادادن به اشیا و کسب اطلاعات بهطور قابلملاحظهای متفاوت است. هرچقدر بیشتر این تفاوتها را بشناسیم، بهتر میتوانیم فرایند یادگیری را تحلیل کنیم. به منظور تعیین این امر که آیا افرادی که بهلحاظ دانشگاهی موفقتر هستند، از سبک یادگیری ویژهای بهره برده و یا خودکارآمدی بالایی داشتهاند یا خیر، از بین تمام ویژگیهای فردی، سبک یادگیری و خودکارآمدی در این پژوهش به بررسی گذاشته شد. تعداد ۱۱۰ زبانآموزِ سطح پیشرفته که زبان انگلیسی را بهعنوان زبان خارجی در یک موسسۀ زبان انگلیسی در شهر تهران فرامیگرفتند در این تحقیق شرکت کردند. شرکتکنندگان براساس نتایج آزمون تعیین سطح آکسفورد انتخاب شدند. سپس از آنها خواسته شد پرسشنامۀ سبک یادگیریِ کُلب (۱۹۸۴) و خودکارآمدی شوارزر و جروسلم (۱۹۹۵) را تکمیل و سپس در آزمون پیشرفت تحصیلی شرکت کنند. نتایج تحقیق نشان داد همبستگی معناداری بین خودکارآمدی و نمرۀ آزمون پیشرفت فراگیران وجود دارد. با این وجود، هیچ ارتباط معناداری بین نمرۀ واژگان و خودکارآمدی زبانآموزان بهدست نیامد. نتایج تحلیل رگرسیون نشان داد ۱۵درصد خطا در نمرات خواندن و درک مطلب و ۲۷ درصد خطا در نمرات گرامر توسط خودکارآمدی زبان آموزان قابل پیشبینی بود. نتایج تحلیل واریانس (ANOVA) نشان داد هیچ ارتباطی بین سبک یادگیری و نمرۀ آزمون پیشرفت زبانآموزان وجود ندارد. در پایان، کاربرد این پژوهش و پیشنهادهایی برای مطالعات آینده نیز ارائه گردیده است. | ||
کلیدواژهها [English] | ||
سبک یادگیری, خودکارآمدی, پیشرفت تحصیلی, فراگیران زبان انگلیسی بهعنوان زبان خارجی, تفاوت های فردی | ||
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