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Morshedian, Mahboobeh. (1402). The Impact of Self-Regulated Strategy Development on Intermediate EFL Learners’ Capability in Self-Regulating Reading. جلوه هنر, 7(1), 135-157. doi: 10.22051/lghor.2022.37106.1533
Mahboobeh Morshedian. "The Impact of Self-Regulated Strategy Development on Intermediate EFL Learners’ Capability in Self-Regulating Reading". جلوه هنر, 7, 1, 1402, 135-157. doi: 10.22051/lghor.2022.37106.1533
Morshedian, Mahboobeh. (1402). 'The Impact of Self-Regulated Strategy Development on Intermediate EFL Learners’ Capability in Self-Regulating Reading', جلوه هنر, 7(1), pp. 135-157. doi: 10.22051/lghor.2022.37106.1533
Morshedian, Mahboobeh. The Impact of Self-Regulated Strategy Development on Intermediate EFL Learners’ Capability in Self-Regulating Reading. جلوه هنر, 1402; 7(1): 135-157. doi: 10.22051/lghor.2022.37106.1533

The Impact of Self-Regulated Strategy Development on Intermediate EFL Learners’ Capability in Self-Regulating Reading

Journal of Language Horizons
مقاله 6، دوره 7، شماره 1 - شماره پیاپی 15، مرداد 2023، صفحه 135-157    اصل مقاله (382.2 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2022.37106.1533
نویسنده
Mahboobeh Morshedian*
Assistant Professor, Department of English Translation, Faculty of Humanities, Tolou-e Mehr Non-profit Institute of Higher Education, Qom, Iran
چکیده
Academic self-regulation is a process in which learners use cognitive, affective, behavioral, and motivational feedback to adjust or modify their behaviors and strategies to reach their objectives. Similarly, self-regulated learning (SLR) is the process of defining objectives, planning strategically, choosing and utilizing strategies, monitoring one’s efficiency, and self-evaluating oneself. Accordingly, this research explored the influence of self-regulation teaching based on Think Before, While, and After reading (TWA) strategy with self-regulated strategy development (SRSD) on intermediate English as a foreign language (EFL) learners’ self-regulation of their EFL reading of expository texts. SRSD for TWA strategy was implemented in the EFL reading sessions of the intact experimental group, but the intact control group was given routine EFL reading instruction, i.e., to read the texts and answer its comprehension questions. The self-regulation data was collected utilizing the adjusted Motivated Strategies for Learning Questionnaire Parametric (MSLQ) before and after the instruction. Through one-way analysis of the covariance, it was shown that self-regulation instruction based on TWA with SRSD could foster self-regulatory reading skills of EFL learners. These findings can urge teachers to teach EFL readers SRSD for TWA to improve their ability to self-regulate their EFL reading process.
کلیدواژه‌ها
self-regulation؛ strategy development؛ reading؛ self-regulated learning (SLR)؛ intermediate EFL learners
عنوان مقاله [English]
تأثیر رشد راهبرد خود-تنظیمی بر توانایی فراگیران زبان انگلیسی سطح متوسط در خواندن خودتنظیمی
نویسندگان [English]
محبوبه مرشدیان
استادیار، گروه مترجمی زبان، موسسه آموزش عالی طلوع مهر، قم، ایران
چکیده [English]
خود-تنظیمی آکادمیک فرایندی است که در آن زبان‌آموزان از بازخورد شناختی، عاطفی، رفتاری و انگیزشی برای تنظیم یا اصلاح رفتارها و راهبردها برای دست‌یابی به هدف‌های خود استفاده ‌می‌کنند. به‌ این ترتیب، یادگیری خود-تنظیم‌یافته فرایندی در تعیین اهداف، برنامه‌ریزی راهبردی، انتخاب و استفاده از راهبردها، نظارت بر کارامدی فرد و ارزیابی خویش است. بر این مبنا، این پژوهش به تأثیر آموزش خود-تنظیمی بر اساس راهبرد تفکر قبل، حین و بعد خواندن از طریق توسعه راهبرد خود-تنظیم‌ یافته بر خود-تنظیمی فراگیران انگلیسی سطح متوسط در خواندن انگلیسی به عنوان زبان دوم متن‌های توضیحی می‌پردازد. توسعه راهبرد خود-تنظیم‌یافته، برای راهبرد تفکر قبل و حین و بعد خواندن در جلسه‌های خواندن زبان انگلیسی به عنوان زبان دوم گروه آزمایشی دست‌نخورده پیاده‌سازی شد، ولی به گروه کنترل دست‌نخورده آموزش‌ معمول خواندن زبان انگلیسی به عنوان زبان دوم داده شد، با این هدف که آنها متون را بخوانند و به سؤال‌های درک مطلب آن پاسخ دهند. داده‌های خود-تنظیمی با استفاده از پرسشنامه پارامتری راهبردهای انگیزشی تنظیم‌شده برای یادگیری قبل و بعد از آموزش گردآوری شد. تحلیل کوواریانس یک‌طرفه نشان‌داد که آموزش خود-تنظیمی مبتنی‌ بر راهبرد تفکر قبل و حین و بعد خواندن از طریق رشد راهبرد خود-تنظیم‌یافته می‌تواند مهارت خواندن خود-تنظیمی زبان‌آموزان را تقویت‌کند. این یافته‌ها می‌تواند معلمان را ترغیب‌ کند که در آموزش زبان انگلیسی به زبان آموزان در رشد راهبرد خود-تنظیمی برای راهبرد تفکر قبل و حین و بعد خواندن و کسب توانایی خود-تنظیمی فرایند خواندن زبان انگلیسی کمک کنند.
کلیدواژه‌ها [English]
خود-تنظیمی, توسعه راهبرد, خواندن, یادگیری خود-تنظیم‌یافته, فراگیران سطح متوسط زبان انگلیسی
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آمار
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