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Badakhshan, Sara, Motallebzadeh, Khalil. (1402). The Impact of Reflective Reciprocal Teaching on Iranian Intermediate EFL Learners’ Academic Self-Concept. جلوه هنر, 7(3), 115-147. doi: 10.22051/lghor.2022.37569.1555
Sara Badakhshan; Khalil Motallebzadeh. "The Impact of Reflective Reciprocal Teaching on Iranian Intermediate EFL Learners’ Academic Self-Concept". جلوه هنر, 7, 3, 1402, 115-147. doi: 10.22051/lghor.2022.37569.1555
Badakhshan, Sara, Motallebzadeh, Khalil. (1402). 'The Impact of Reflective Reciprocal Teaching on Iranian Intermediate EFL Learners’ Academic Self-Concept', جلوه هنر, 7(3), pp. 115-147. doi: 10.22051/lghor.2022.37569.1555
Badakhshan, Sara, Motallebzadeh, Khalil. The Impact of Reflective Reciprocal Teaching on Iranian Intermediate EFL Learners’ Academic Self-Concept. جلوه هنر, 1402; 7(3): 115-147. doi: 10.22051/lghor.2022.37569.1555

The Impact of Reflective Reciprocal Teaching on Iranian Intermediate EFL Learners’ Academic Self-Concept

Journal of Language Horizons
مقاله 6، دوره 7، شماره 3 - شماره پیاپی 17، اسفند 2023، صفحه 115-147    اصل مقاله (835.25 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2022.37569.1555
نویسندگان
Sara Badakhshan1؛ Khalil Motallebzadeh* 2
1Ph.D. Candidate of TEFL, Department of English, College of Literature, Humanities, and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran
2Associate Professor of TEFL, Department of English, Tabaran Institute of Higher Education, Mashhad, Iran.
چکیده
The present research sets out to examine the impact of reflective reciprocal teaching (RRT) as a mode of instruction on the academic self-concept of Iranian English as a foreign language (EFL) learners. To this end, three classes comprising 100 EFL learners majoring in English teaching were selected according to convenience sampling and designated as the reciprocal teaching (RT) group, the reflective reciprocal teaching (RRT) group, and the control group. A mixed-method approach and a quasi-experimental design with a pretest, treatment, and posttest paradigm were utilized in the present study. In the quantitative phase, the data were gathered via the academic self-concept inventory. The descriptive statistics and ANOVA results indicated the significant impact of the RRT on the learners’ academic self-concept. Also, qualitative investigation of the learners' perceptions via semi-structured interviews and content analysis revealed their positive perceptions regarding this mode of instruction. Taken together, it appears that the significant others (teacher and peers) role and instruction have the main contribution to the learners' self-beliefs. The results of the intervention program, in turn, generate a new outlook on all teaching, learning, and assessment processes. They also provide suitable grounds for improving psychoeducational constructs besides learners' cognitive and regulatory skills.
کلیدواژه‌ها
cognitive apprenticeship؛ cooperative learning؛ learners’ perception؛ reciprocal teaching؛ reflection
عنوان مقاله [English]
تأثیر آموزش متقابل تاملی بر خودپنداره تحصیلی زبان آموزان انگلیسی به عنوان زبان خارجی ایرانی
نویسندگان [English]
سارا بدخشان1؛ خلیل مطلب زاده2
1دانشجوی دکتری آموزش زبان خارجی انگلیسی، گروه زبان انگلیسی ، دانشکده ادبیات ، علوم انسانی و علوم اجتماعی ، واحد علوم و تحقیقات ، دانشگاه آزاد اسلامی ، تهران ، ایران
2دانشیار آموزش زبان خارجی انگلیسی, گروه زبان انگلیسی , موسسه آموزش عالی تابران, مشهد , ایران.
چکیده [English]
هدف مطالعه حاضر بررسی تاثیر آموزش متقابل تاملی (RRT) به عنوان یک شیوه آموزشی  بر خودپنداره تحصیلی زبان آموزان  انگلیسی به عنوان  زبان خارجی ایرانی میباشد. به این منظور ، سه کلاس متشکل از 100 زبان آموز زبان خارجی ایرانی با گرایش اموزش زبان انگلیسی با استفاده از نمونه گیری آسان انتخاب و به عنوان گروه آموزش متقابل (RT) ، گروه آموزش متقابل تاملی (RRT) و گروه کنترل تعیین شدند. طرح این مطالعه از نوع نیمه آزمایشی الگوی پیش آزمون ، درمان و پس آزمون  با رویکرد ترکیبی برای جمع آوری داده ها و تجزیه و تحلیل نتایج مداخله بود. در مرحله کمی ، داده ها از طریق پرسشنامه خودپنداره تحصیلی جمع آوری شد. نتایج آمار توصیفی و تحلیل واریانس نشان دهنده تأثیر قابل توجه آموزش متقابل تاملی بر این متغیر بود. همچنین ، بررسی کیفی ادراک فراگیران از طریق مصاحبه نیمه ساختار یافته و تحلیل محتوا ، دیدگاه مثبت آنها را در مورد این آموزش نشان داد .روی هم رفته ، به نظر می رسد که نقش دیگران مهم (معلم و همتایان) و روش تدریس سهم عمده ای در  خود باوریهای فراگیران دارد .نتایج برنامه مداخله به نوبه خود دیدگاه جدیدی را در مورد کلیه فرآیندهای آموزش، یادگیری و ارزشیابی ایجاد می کند. آنها همچنین زمینه های مناسبی را برای بهبود ساختارهای روانی آموزشی در کنار مهارت های شناختی و تنظیمی یادگیرندگان فراهم می کنند.
کلیدواژه‌ها [English]
کارآموزی شناختی, یادگیری مشارکتی, ادراک فراگیران, آموزش متقابل, تأمل
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