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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
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