دانشگاه الزهرا

  اخبار و اعلانات

 آمار

تعداد نشریات25
تعداد شماره‌ها935
تعداد مقالات7,687
تعداد مشاهده مقاله12,543,875
تعداد دریافت فایل اصل مقاله8,914,290
Karimi, Zahra, Marashi, Hamid, Mall-Amiri, Behdokht. (1403). Choice Theory-Based Instruction and Clinical Supervision for EFL Teachers: The Impact on Learners’ Reading Comprehension and Autonomy. جلوه هنر, 8(2), 33-70. doi: 10.22051/lghor.2024.44601.1837
Zahra Karimi; Hamid Marashi; Behdokht Mall-Amiri. "Choice Theory-Based Instruction and Clinical Supervision for EFL Teachers: The Impact on Learners’ Reading Comprehension and Autonomy". جلوه هنر, 8, 2, 1403, 33-70. doi: 10.22051/lghor.2024.44601.1837
Karimi, Zahra, Marashi, Hamid, Mall-Amiri, Behdokht. (1403). 'Choice Theory-Based Instruction and Clinical Supervision for EFL Teachers: The Impact on Learners’ Reading Comprehension and Autonomy', جلوه هنر, 8(2), pp. 33-70. doi: 10.22051/lghor.2024.44601.1837
Karimi, Zahra, Marashi, Hamid, Mall-Amiri, Behdokht. Choice Theory-Based Instruction and Clinical Supervision for EFL Teachers: The Impact on Learners’ Reading Comprehension and Autonomy. جلوه هنر, 1403; 8(2): 33-70. doi: 10.22051/lghor.2024.44601.1837

Choice Theory-Based Instruction and Clinical Supervision for EFL Teachers: The Impact on Learners’ Reading Comprehension and Autonomy

Journal of Language Horizons
مقاله 2، دوره 8، شماره 2 - شماره پیاپی 20، آبان 2024، صفحه 33-70    اصل مقاله (554.58 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2024.44601.1837
نویسندگان
Zahra Karimi1؛ Hamid Marashi* 2؛ Behdokht Mall-Amiri3
1English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran .
2English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran.
3English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran
چکیده
This study was an attempt to investigate the effect of choice theory-based instruction and clinical supervision for EFL teachers on their students’ autonomy and reading comprehension. To this end, a sample of 30 Iranian EFL teachers, selected based on their willingness to participate, were divided into two groups of 15: one group participated in a choice theory-based instruction program while the other underwent a clinical supervision program. In addition to the teachers, a sample of 445 intermediate EFL learners taught by the teachers participated in the study – 225 learners were taught by the teachers who underwent the choice theory-based instruction while the other 220 learners sat in the classes of the teachers undergoing clinical supervision. The Learner Autonomy Questionnaire (LAQ) was used both as a pretest and posttest to measure the autonomy of the 445 learners before and after they were taught by the 30 teachers. In addition, a sample Preliminary English Test reading paper was administered to the learners prior to their classes (i.e., a general English class instructed through a commonplace task-based procedure) as a pretest and they also took another sample reading test as the posttest. The inferential statistics run in this study comprised two ANCOVAs with the results revealing that the learners being taught by the teachers who underwent the choice theory-based instruction outperformed the learners taught by those teachers who participated in the clinical supervision program in terms of both their autonomy and reading comprehension. The pedagogical implications of these findings are discussed in this paper
کلیدواژه‌ها
choice theory؛ clinical supervision؛ learner autonomy؛ reading comprehension
عنوان مقاله [English]
آموزش مبتنی بر نظریه انتخاب و نظارت بالینی برای معلمان زبان: تأثیر آنها بر درک مطلب و خودمختاری زبان‌آموزان
نویسندگان [English]
زهرا کریمی1؛ حمید مرعشی2؛ بهدخت مال امیری3
1دانشجوی دکتری TEFL ، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
2دانشیار زبان شناسی کاربردی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
3استادیار زبان شناسی کاربردی، واحد تهران مرکزی، دانشگاه آزاد اسلامی، تهران، ایران
چکیده [English]
هدف ازانجام این مطالعه، بررسی تأثیرآموزش مبتنی بر نظریه انتخاب و نظارت بالینی معلمان زبان انگلیسی بر خودمختاری و درک مطلب زبان‌آموزان می‌باشد. به منظور دستیابی به هدف این تحقیق، 30 معلم زبان انگلیسی ایرانی بر اساس تمایل خود در این تحقیق شرکت کردند و در دو گروه 15 نفره قرار گرفتند: یک گروه در برنامه آموزش مبتنی بر نظریه انتخاب و گروه دیگر در برنامه نظارت بالینی. علاوه بر معلمان، 445 زبان‌آموز در سطح متوسطه در این تحقیق شرکت کردند: 225 زبان‌آموز توسط معلمانی که در برنامه آموزش مبتنی بر نظریه انتخاب شرکت کرده بودند و 220 زبان‌آموز دیگر توسط معلمانی که در برنامه نظارت بالینی شرکت کرده بودند، تدریس شدند. برای بررسی میزان خودمختاری 445 زبان‌آموز از پرسشنامه خودمختاری ژنگ و لی به عنوان پیش‌آزمون و پس‌آزمون قبل و بعد از تدریس توسط 30 معلم استفاده شد. همچنین یک نمونه آزمون پت از زبان‌آموزان قبل از کلاسها به عنوان پیش‌آزمون داده شد و نمونه‌ای دیگر هم به عنوان پس‌آزمون گرفته شد. نتایج آماری دو آزمون تحلیل کوواریانس استفاده شده در این تحقیق نشان می‌دهد که زبان‌آموزانی که توسط معلمانی که در برنامه آموزش مبتنی بر نظریه انتخاب شرکت کرده بودند عملکرد بهتری در زمینه خودمختاری و درک مطلب مفاهیم آموزشی داشتند. پیامدهای آموزشی نتایج مذکور در این تحقیق مورد بحث قرار گرفته‌اند.
کلیدواژه‌ها [English]
آموزش زبان, نظریه انتخاب, نظارت بالینی, خودمختاری یادگیرندگان, درک مطلب
مراجع
  1. Abbott, S., & Carter, R. M. (1985). Clinical supervision and the foreign language teacher. Foreign Language Annals, 18(1), 25-30. http://dx.doi.org/10.1111/j.1944-9720.1985.tb01762.x.
  2. Acheson K. A., & Gall, M. D. (1992). Techniques in the clinical supervision of teachers: Preservice and in service applications .Longman.
  3. Alba Papa, L. (2017). Clinical supervision: A proposal for ensuring the effectiveness of English language teaching at public universities in Colombia. English Language Teaching, 10(9), 171-181. http://dx.doi.org/10.5539/elt.v10n9p171.
  4. Badrkhani, M. (2015). The effectiveness of group counseling in increasing the degree of students’ adjustment based on Glasser's choice theory. Journal of Educational and Management Studies, 5(1), 34-40. https://www.jems.science-line.com/index.php
  5. Barrantes, L., Cinthya, E., & Garita, O. (2013). A closer look into learner autonomy in the EFL classroom. Revista de Lenguas Modernas, 19(1), 325-343. file:///C:/Users/ASUS/Downloads/13926-Art%C3%ADculo-24032-1-10-20140318.pdf.
  6. Baezzat, F., & Motaghedifard, M. (2019). Effectiveness of quality education based on Glasser's choice theory on the student's academic self-efficacy. European Journal of Psychology and Educational Studies, 2(2), 23-47. http://dx.doi.org/10.4103/2395-2555.170720.
  7. Bechuke, A. L., & Debeila J. R. (2012). Applying choice theory in fostering discipline: Managing and modifying challenging learners’ behaviors in South African schools. International Journal of Humanities and Social Science, 2(22), 240-255. file:///C:/Users/ASUS/Downloads/28.pdf.
  8. Beebe, J., & Robey, P. (2011). Overcoming bullying: Finding inner resources through the circle of strength. In C. F. Sori, L. Hecker, & M. E. Bachenberg (Eds.), The therapist’s notebook for children and adolescents: Homework, handouts, and activities for use in psychotherapy (pp. 99-104). Routledge.
  9. Beh-Afarin, R., & Dehghan Banadaki, A. A., (2013). The effect of clinical supervision on teachers’ sense of efficacy. The 11th TELLSI International Conference: Professional Development in Language Teacher Education, 92-105. https://www.researchgate.net/profile/Hamideh-Sadat-Bagherzadeh/publication/
  10. Benson, P. (2000). Autonomy as a learner’s and teacher’s right. In B. Sinclair, I. Mcgrath, & T. Lamb (Eds.), Learner autonomy, teacher autonomy: New directions (pp. 111-117). Addison Wesley Longman.
  11. Benson, P. (2009). Learner autonomy. TESOL, 47(4), 839-843. http://dx.doi.org/10.1002/tesq.134.
  12. Benson, P. (2011). Teaching and researching: Autonomy in language learning.  Routledge.
  13. Bilodeau, S. (2010) Project: Impact R. T. (Part II). International Journal of Choice Theory and Reality Therapy, 30(1), 98-100. https://www.wglasserinternational.org/wp-content/uploads/bsk-pdf-manager/newsletter_Fall2010.pdf.
  14. Borg, S., & Alshumaimeri, Y. (2017). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9-38. http://dx.doi.org/10.1177/1362168817725759.
  15. Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. International Literacy Association, 61(1), 70-77. http://dx.doi.org/10.1598/RT.61.1.7.
  16. Burdenski, T. K., & Faulkner, B. (2010). Empowering college students to satisfy their basic needs: Implications for primary, secondary, and post-secondary educators. International Journal of Choice Theory and Reality Therapy, 30(1), 73-97. https://www.wglasserinternational.org/wp-content/uploads/bsk-pdf-manager/newsletter_Fall2010.pdf.
  17. Cain, K, & Oakhill J. (2009). Reading comprehension development from 8 to 14 years: The contribution of component skills and processes. In R. Wagner, C. Schatschneider, & C. Phythian-Sence (Eds.), Beyond decoding: The behavioral and biological foundations of reading comprehension (pp. 143-175). Guilford Press.
  18. Cervantes, S. N., & Robey, P. A. (2018). Aligning reality therapy and choice theory psychology with cognitive psychology. International Journal of Choice Theory and Reality Therapy, 38(1), 13-20. https://www.wglasserinternational.org/wp-content/uploads/bsk-pdf-manager/IJCTRT_Spring2018_232.pdf.
  19. Chen, I. (2018). Incorporating task-based learning in an extensive reading program. ELT Journal, 72(4), 405-414. http://dx.doi.org/10.1093/elt/ccy008.
  20. Crossley, S. A., & McNamara, D. S. (2016). Text-based recall and extra-textual generations resulting from simplified and authentic texts. Reading in a Foreign Language, 28(1), 1-19. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://eric.ed.gov/%3Fid%3DEJ1098657&ved=2ahUKEwiK48qv5-WHAxUPFFkFHdZNL30QFnoECCYQAQ&usg=AOvVaw0eZ9P0-UddrJzFgHpeWLwm.
  21. Daresh, J. C. (2001). Supervision as proactive leadership . Waveland Press.
  22. Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychological Association, 55(1), 68-78. http://dx.doi.org/10.1037110003-066X.55.1.68.
  23. Demırtas, I., & Sert, N. (2010). English education at university level: Who is at the centre of the learning process? Novitas-ROYAL (Research on Youth and Language), 4(2), 159-172. file:///C:/Users/ASUS/Downloads/demirtas_sert.pdf.
  24. Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge University Press.
  25. Dreyer, C., & Nel, Ch. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. An International Journal of Educational Technology and Applied Linguistics, 31(3), 349-365. http://dx.doi.org/10.1016/S0346-251X(03)00047-2.
  26. Egel, İ. P. (2009). Learner autonomy in the language classroom: From teacher dependency to learner independency. Procedia – Social and Behavioral Sciences, 1, 2023-2026. http://dx.doi.org/10.1016/j.sbspro.2009.01.355.
  27. Faas, D., Smith. A., & Darmody, M. (2018). Children’s agency in multi-belief settings: The case of community national schools in Ireland. Journal of Research and Development in Children’s Education, 32(4), 486-500.  http://dx.doi.org/10.1080/02568543.2018.1494645.
  28. Farhadi, A., Salehin, S., Aghayan, S., Keramat, A., & Talebi, S. (2020). The effectiveness of reality therapy based on choice theory on marital intimacy and sexual satisfaction of newly married women. Avicenna Journal of Nurse and Midwifery Care, 28(2), 83-92. http://dx.doi.org/10.30699/ajnmc.28.2.83.
  29. Farivar, A., & Rahimi, A. (2015). The impact of CALL on Iranian EFL learners' autonomy.      Procedia – Social and Behavioral Sciences, 192, 644-649. http://dx.doi.org/10.1016/j.sbspro.2015.06.112.
  30. Fereidouni, H. R., Omidi, A., & Tamannaeifar, S. (2019). The effectiveness of choice theory education on happiness and self-esteem in university students. Practice in Clinical Psychology, 7(3), 207-214. file:///C:/Users/ASUS/Downloads/50004120190306.pdf.
  31. Fullan, M. (2001). The new meaning of educational change.  Routledge.
  32. Gholami, H. (2016). Self-assessment and learner autonomy. Theory and Practice in Language Studies, 6(1), 46-51. http://dx.doi.org/10.17507/tpls.0601.06.
  33. Glanz, J. (2018). Chronicling perspectives about the state of instructional supervision by eight prominent scholars of supervision. Journal of Educational Supervision, 1(1), 1-17. http://dx.doi.org/10.31045/jes.1.1.1.
  34. Glasser, W. (1998). Choice theory: A new psychology for personal freedom.  Harper Collins.
  35. Glasser, W. (1999). The quality school: Managing students without coercion.  Harper Collins.
  36. Glasser, W. (2000). How the brain works. Tempe, AZ: The William Glasser Institute.
  37. Goldhammer, R. (1969). Clinical supervision: Special methods for the supervision of teachers.  Holt, Rinehart and Winston.
  38. Goldhammer, R, Anderson, R. H., & Krajewski, R. J. (1980). Clinical supervision special methods for the supervision of teachers.  Holt, Rinehart, and Winston.
  39. Goguen, G. (2017). Unique initiative – Bringing Glasser's choice theory into the technological era. International Journal of Choice Theory and Reality Therapy, 37(1), 66-68. https://www.wglasserinternational.org/wp-content/uploads/bsk-pdf-manager/IJCTRT_Spring2017_207.pdf.
  40. Grabe, W. (2009). Reading a second language: Moving from theory to practice. Cambridge University Press.
  41. Gürsoy, E., Kesner, J. E., & Salihoglu, U. M. (2016). Clinical supervision model in teaching practice: Does it make a difference in supervisors’ performance? Australian Journal of Teacher Education, 41(11), 61-76. http://dx.doi.org/10.14221/ajte.2016v41n11.5.
  42. Hardigree, M. (2011).  Observation-based evaluation of hand hygiene practices and the effects of an intervention at a public hospital cafeteria. Elsevier, 39(6), 464-70. http://dx.doi.org/10.1016/j.ajic.2010.09.016.  
  43. Hardy, J. E. (2016). The effects of a short-term extensive reading course in Spanish. Journal of Extensive Reading, 4(2), 47-68. file:///C:/Users/ASUS/Downloads/Hardy-2016.pdf.
  44. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press.
  45. Holland, P. E., & Adams, P. (2002). Through the horns of dilemma between instructional supervision and the summative evaluation of teaching. Journal of Educational Leadership, 5(3), 227–247. http://dx.doi.org/10.1080/13603120210138603.
  46. Holland, H., & Walker, M. (2018). Choice theory and interfaith dialogue: Building relationships between faiths and embracing diversity. International Journal of Choice Theory and Reality Therapy, 37(2), 17-23. https://www.wglasserinternational.org/wp-content/uploads/bsk-pdf-manager/IJCTRT_XXXVIII_no1_250.pdf.
  47. Holmes, J.  (2008). An introduction to sociolinguistics. Harlow, UK: Pearson Education.
  48. Hosseini, M. S., Sahebi, A., & Esmaeili, A. (2017). Parent training based on the choice theory: Analysis of its impact on mothers’ sense of self-efficacy and their conflicts with their daughters. Razavi International Journal of Medicine, 5(3), 1-11. http://dx.doi.org/10.5812/RIJM.13929.  
  49. Hudson, T. (2007). Teaching second language reading. Oxford: Oxford University Press.
  50. Humphreys, G., & Wayatt, M. (2014). Helping Vietnamese university learners to become more autonomous. ELT Journal, 68(1), 52-63. http://dx.doi.org/10.1093/elt/cct056.
  51. Ibrahim, A. S. (2013). Approaches to supervision of student teachers in one UAE. Teaching and Teacher Education, 34(2), 38-45. https://dx.doi.org/10.1016/J.TATE.2013.04.002.
  52. Irvine, J. L. (2015). Vocabulary knowledge: Guidelines for instruction. National Education Association.
  53. Jones, A. (1995). Clinical supervision and professional development of the substance abuse counselor. Treatment Improvement Protocol (TIP) Series, 32(5), 52-55. https://www.ncbi.nlm.nih.gov/books/NBK64845/.
  54. Kahyalar, E., & Yazici, I. C. (2016). Supervision in language teaching: A supervisor’s and three trainee teachers’ perspectives. The Reading Matrix, 16(1), 78-90. https://readingmatrix.com/files/14-k5mwwz65.pdf.   
  55. Katz, I., & Shahar, B. H.  (2015). What makes a motivating teacher? Teacher’s motivation and beliefs as predictors of their autonomy-supportive style. School Psychology International, 36(6), 575-588. http://dx.doi.org/10.1177/0143034315609969.    
  56. Kayıkçı, K., Yılmaz, O., & Şahin, A. (2017). The views of educational supervisors on clinical supervision. Journal of Education and Practice, 8(21), 159-168. https://readingmatrix.com/files/14-k5mwwz65.pdf.
  57. Kayaoglu, M. N. (2012). Dictating or facilitating: The supervisory process for language teachers. Australian Journal of Teacher Education, 37(10), 103-117. http://dx.doi.org/10.14221/ajte.2012v37n10.4.
  58. Kehrwald, B.  (2005). Learner support in text-based online learning environments: Learner expectations and values. Enhancing Learning and Teaching: Pedagogy, Technology, and Language, 29(1), 133-148. file:///C:/Users/ASUS/Downloads/LEARNER_SUPPORT_IN_TEXT-BASED_ONLINE_LEARNING_ENVI.pdf.
  59. Khaef, E., & Kariminia, A. (2021). The effects of implementing clinical supervision model on supervisors’ teaching perspectives and qualifications: A case study in an EFL context. Educational Research International, 2021, 1-11. http://dx.doi.org/10.1155/2021/6138873.  
  60. Kholid, I., & Rohmatika, R. V. (2019). Integrated clinical supervision model: Efforts to increase teacher’s performance of Madrasah Aliyah. Journal of Physics: Conference Series, 1155, 1-6. http://dx.doi.org/10.1088/1742-6596/1155/1/012091.    
  61. Kianipour, O., & Hoseini, B. (2012). An examination of the effectiveness of choice theory on teachers’ teaching effectiveness and students' subsequent academic achievement. International Journal of Choice Theory and Reality Therapy, 31(2), 55-63. https://www.wglasserinternational.org/wp-content/uploads/bsk-pdf-manager/22_IJCTRT_FALL2012.PDF.
  62. Knowles, M. S. (2001). Self-directed learning: A guide for learners and teachers. Association Press Cambridge Books.
  63. LaFond, (2012). Training systems thinking and adaptability for complex decision making in defense and security.  IEEE International Multi-Disciplinary Conference on Cognitive Methods in Situation Awareness and Decision Support, 23(4), 51-58. http://dx.doi.org/10.1109/CogSIMA.2012.6188408.
  64. Larson-Hall, J. (2010). A guide to doing statistics in second language research using SPSS. Routledge.
  65. Lightbown, P. M., & Spada, N. (2013). How languages are learned.  Oxford University Press.
  66. Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181. https://dx.doi.org/10.1016/0346-251X(95)00006-6. 
  67. Little, D., (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 64-73. http://dx.doi.org/10.1017/S0261444820000488.
  68. Marashi, H., & Bani-Ardalani, M. (2017). Using clinical supervision to lower EFL teachers’ burnout. Issues in Language Teaching, 6(2), 261-289. http://dx.doi.org/10.22054/ilt.2019.44172.404.
  69. Marashi, H., & Mehdizadeh, P. (2018). Using information-gap tasks to improve reading: An analysis of cognitive styles. Journal of Language Horizons, 2(1), 87-103. http://dx.doi.org/10.22051/lghor.2018.20594.1082.
  70. Marashi, H., & Rahimpanah, M. (2019). Using Dogme ELT in reading classes. Journal of Language Horizons, 3(1), 169-186. http://dx.doi.org/10.22051/lghor.2019.26347.1127.
  71. Marashi, H., & Khosh-Harf, M. (2020). Comparing critical thinking and autonomy instruction on EFL learners’ speaking. Journal of Language Research, 12(35), 241-265. http://dx.doi.org/10.22051/jlr.2019.22419.1601. 
  72. Marashi, H., & Erami, N. (2021). Using choice theory-based instruction to foster vocabulary learning. The Language Learning Journal, 49(1), 66-76. http://dx.doi.org/10.1080/09571736.2018.1476903. 
  73. Matas, A. (2020). An easy fix for reasoning errors: Attention capturers improve reasoning performance. Quarterly Journal of Experimental Psychology, 73(10), 1695-1702.  http://dx.doi.org/10.1177/174702182093.
  74. Mateo, N. J., Makundu. G. N., Barnachea, E. A., & Paat, J. (2014). Enhancing self-efficacy of college students through choice theory. International Journal of Choice Theory and Reality Therapy, 33(2), 74-85. https://www.wglasserinternational.org/wp-content/uploads/bsk-pdf-manager/18_IJCTRTFALL2014.PDF. 
  75. Mehrabian, N., Salehi, H., Tabatabaei, O., & Vahid Dastjerdi, H. (2023). Effects of clinical supervision on EFL teachers’ critical thinking disposition and learners’ overall language achievement. Journal of New Trends in English Language Learning, 2(3), 55-77. http://dx.doi.org/10.30495/jntell.2023.702876.
  76. Mirzaee Fandokht, O., Salmabadi, M., Pardakhti, F., Davoudi, M., & Hosseini, S. M. (2014). The effectiveness of Glasser’s control and choice theory training on the reduction of high school students’ academic burnout. Journal of Applied Environmental and Biological Sciences, 4(11), 180-185. https://www.jactp.org/files/The-Effectiveness-of-Glassers-Control-and-Choice-Theory-Training-on-the-Reduction-of-High-School-Students-Academic-Burnout.pdf.
  77. Moshiri Farahi, S. M. M., Asghari Ebrahim Abad, M. J., Moshiri Farahi, S. M., & Hokm Abadi, M. E. (2014). Choice theory and effective learning. International Journal of Psychology and Behavioral Research, 1(4), 325-328. http://dx.doi.org/10.3389/fpsyg.2019.00175.
  78. Naderi. N., Abbasi, A., Najafi Ghezeljeh, T., & Ashghali Farahani, M. (2018). Effects of the self-management education program using the multi-method approach and multimedia on the quality of life of patients with chronic heart failure: A non-randomized controlled clinical trial. Clinical Trial, 54(4-5), 409-420. http://dx.doi.org/10.1080/10376178.2018.1538705.
  79. Nazari, A. (2014).  Impact of using the stand model of cooperative learning on autonomy and attitude of Iranian secondary school EFL learners. Journal of Language, Culture, and Translation (LCT), 5(2), 48-76. http://dx.doi.org/10.30495/LCT.2023.1982919.1085.
  80. Nazari, A., & Bagheri, M. S. (2014). Teachers’ opinions and practices regarding reading comprehension classes. Journal of Studies in Learning and Teaching English, 2(7), 37-64. https://journals.iau.ir/article_522244_c03f582e36b9b3ddd1bf1b830a1af998.pdf.
  81. Nolan, J. F., & Hoover, L. (2008). Teacher supervision and evaluation: Theory into practice .  John Wiley & Sons.
  82. Nunan, D. (2001). Listening in language learning. In J. Richards & W. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 238-241).  Cambridge University Press.
  83. Ozdemir, T. Y., & Yirci, R. (2015). A situational analysis of educational supervision in the Turkish educational system. Educational Process: International Journal, 4(1-2), 56-70. http://dx.doi.org/10.12973/edupij.2015.412.5.
  84. Papa, L. (2017). Clinical supervision, a proposal for ensuring the effectiveness of English language teaching at public universities in Colombia. English Language Teaching, 10(9), 171-183. http://dx.doi.org/10.5539/elt.v10n9p171.
  85. Peterson, A. V. (2000). Choice theory and reality therapy. Journal of Professional Counseling: Practice, Theory, and Research, 28(1), 41-49. http://dx.doi.org/10.1080/15564223.2000.12034563.
  86. Pillay, H., Goddard, R., & Wilss, L. (2005). Well-being, burnout and competence: Implications for teachers. Australian Journal of Teacher Education, 30(2), 22-33.  http://dx.doi.org/10.14221/ajte.2005v30n2.3.
  87. Pressley, M. (2002). Reading instruction that works: The case for balanced teaching.  Guilford.
  88. Ramires, A. (2014). Promotion of learner autonomy in a freshmen’s English course at a Colombian university.  Education and Learning Research Journal, 15(12), 6-27. http://dx.doi.org/10.26817/16925777.387.
  89. Ravand, H. (2016). Application of a cognitive diagnostic model to a high stakes reading comprehension test. Journal of Psychoeducational Assessment, 34(8), 782-799. http://dx.doi.org/10.1177/0734282915623053.
  90. Reinders, H. (2016).  Twenty years of autonomy and technology: How far have we come and where to next? Language Learning and Technology, 20(2), 143-154. file:///C:/Users/ASUS/Downloads/article-2016-LLT20yearsofautonomy.pdf.
  91. Rodgers, A., & Ketl, V. L. (2007). Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context. Teaching and Teacher Education, 23(1), 63-80. http://dx.doi.org/10.1016/j.tate.2006.04.012.
  92. Sapan, M., & Mede, E. (2022). The effect of differentiated instruction (DI) on achievement, motivation, and autonomy among English learners. Iranian Journal of Language Teaching   Research. 10(1), 127-144.  http://dx.doi.org/10.30466.
  93. Sergiovanni, T. J., & Starratt, R. J. (2002). Supervision: A redefinition. McGraw-Hill.
  94. Shafi Abadi, A., Sedr Poushan, N., & Delavar, A. (2010). The impact of reality therapy based on teamwork on reduction of anxiety of female students. Science and Research in Psychology, Islamic Azad University, 25, 21-34. http://dx.doi.org/10.4103/jehp.jehp_473_18
  95. Sharplin, E., O’Neill, M., & Chapman, A. (2011). Coping strategies for adaptation to new teacher appointments: Intervention for retention. Teaching and Teacher Education, 27(1), 136-146.  http://dx.doi.org/10.1016/j.tate.2010.07.010.
  96. Sheng, H. (2000). A cognitive model for teaching reading comprehension. Teaching English Forum, 38(4), 12-16. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://eric.ed.gov/%3Fid%3DEJ648963&ved=2ahUKEwi_sa-Z8OWHAxXpSfEDHXQ0LrYQFnoECBUQAQ&usg=AOvVaw3H-pGwgb9zS--923tS9JFb.
  97. Shirzad, F., & Ebadi, S. (2019). Developing a learner autonomy questionnaire in EFL reading comprehension. Journal of Psycholinguistic Research, 14(1), 273-307. http://dx.doi.org/10.22132/TEL.2020.111077.
  98. Silver, D. (2010). Learning preference models for autonomous mobile robots in complex domains. Carnegie Mellon University.
  99. Smith, B., Kenny, S. R., Sessoms, A. E., & Labrie, J. (2011). Assessing the efficacy of a choice theory-based alcohol harm reduction intervention on college students. International Journal of Choice Theory and Reality Therapy, 30(2), 52-59.https://www.wglasserinternational.org/wp-content/uploads/bsk
  100. Smyth, W. J. (1985). Clinical supervision: Collaborative learning about teaching. Deakin University.
  101. Sockett, G., & Toffoli, D. (2012). Beyond learner autonomy: A dynamic systems view of the informal learning of English in virtual online communities. ReCALL, 24(2), 138-151. http://dx.doi.org/10.1017/S0958344012000031.
  102. Tanaka, M. (2017). Factors affecting motivation for short in-class extensive reading. The Journal of Asia TEFL, 14(1), 98-113. http://dx.doi.org/10.18823/asiatefl.2017.14.1.7.98.
  103. Tracy, E. (2017). Unique effects of setting goals on behavior change: Systematic review and meta-analysis. Journal of Consulting and Clinical Psychology, 85(12), 1182-1198.       http://dx.doi.org/10.1037/ccp0000260.
  104. Valinezhad, Z., Aghili, S. M., & Karami Baghteyfouni, Z. (2015). The effectiveness of choice theory group therapy of Glasser on divorced women’s self-efficacy. International Letters of Social and Humanistic Sciences, 62(2), 182-188. http://dx.doi.org/10.18052/www.scipress.com/ILSHS.62.182.  
  105. Wubbolding, R. (2010). Professional school counselors and reality therapy. In B. Erford (Ed.), Professional school counseling, (pp. 338-351).  Pro-ed.
  106. Wubshet, H. (2015). Clinical supervision for language teachers: Its role for in-services EFL teachers’ professional development.  Lambert.
  107. Zarei, G. R., Darakeh, M., & Daneshkhah, N. (2016). The effect of using image-schemas on learning L2 prepositions and enhancing learner autonomy: A dynamic system theory and cognitive linguistics-inspired approach. Research on Applied Linguistics, 7(1), 118-137. http://dx.doi.org/10.22055/rals.2016.11780.
  108. Zhang, L. X., & Li, X. X. (2004). A comparative study on learner autonomy between Chinese students and west European students. Foreign Language World, 4(1), 15-23. https://api.semanticscholar.org/CorpusID:157006675.
آمار
تعداد مشاهده مقاله: 270
تعداد دریافت فایل اصل مقاله: 129


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب