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The Impact of Teaching Self-regulation in Reading on EFL Learners' Motivation to Read: Insights from an SRL Model | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 6، دوره 5، شماره 4، بهمن 2018، صفحه 131-155 اصل مقاله (768.9 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2019.10583.1325 | ||
| نویسندگان | ||
| Fatemeh Hemmati1؛ Elaheh Sotoudehnama2؛ Mahboobeh Morshedian* 3 | ||
| 1Department of Applied Linguistics, Payame Noor University, Iran PO box 19395-3697 Tehran | ||
| 2English Language Department, Alzahra University, Vanak St., Tehran, Iran | ||
| 3Assistant Professor, Department of English Translation, Tolou-e Mehr Non-profit Institute of Higher Education, Iran PO box 37185-3814, Qom | ||
| تاریخ دریافت: 12 اردیبهشت 1398، تاریخ بازنگری: 01 تیر 1398، تاریخ پذیرش: 09 تیر 1398 | ||
| چکیده | ||
| Self-regulation is the ability to regulate one’s actions, behaviors and thoughts to achieve goals. In the same line, self-regulated learning (SRL) refers to plans and behaviors to reach one’s learning goals. Therefore, this research probed into the effect of training English as a Foreign Language (EFL) learners according to Zimmerman and Moylan’s self-regulated learning (SRL) model when directed at reading on their motivation for EFL reading. Moreover, the moderating role of the learners’ proficiency level was investigated, as well. Self-regulation strategies which can be used while reading were taught to two experimental groups; they were trained to implement the three phases of Zimmerman and Moylan’s cyclic SRL model while trying to make sense of the reading sections of their textbook. Meanwhile, two control groups received the traditional, routine reading instruction. The data of the study were collected through Mori’s questionnaire of motivation for EFL reading before and after the treatment. A two-way analysis of covariance showed that self-regulation training, when directed at EFL reading, could significantly enhance the participants’ motivation for EFL reading, but their level of proficiency did not have any moderating role in the outcome of self-regulation training. These findings can encourage teachers to train EFL learners in self-regulation strategies with the purpose of improving their motivation for reading. | ||
| کلیدواژه‌ها | ||
| Self-regulation؛ Self-Regulated Learning (SRL)؛ Motivation for EFL reading؛ Language proficiency؛ Zimmerman and Moylan’s SRL model | ||
| عنوان مقاله [English] | ||
| تاثیر خودنظم‌بخشی خواندن و درک‌مطلب بر انگیزه برای خواندن به انگلیسی به‌عنوان زبان خارجی: رهیافتهایی براساس یک مدل یادگیری خودنظم‌یافته | ||
| نویسندگان [English] | ||
| فاطمه همتی1؛ الهه ستوده نما2؛ محبوبه مرشدیان3 | ||
| چکیده [English] | ||
| خودنظم‌بخشی عبارت‌است از توانایی تنظیم افکار و اعمال برای رسیدن به اهداف. و یادگیری خودنظم‌یافته دربردارنده رفتارهایی برای نیل‌به اهداف یادگیری است. بررسی تأثیر آموزش یک مدل یادگیری خودنظم‌یافته به فراگیرندگان انگلیسی به‌عنوان زبان خارجی بر انگیزه آنان برای خواندن در انگلیسی هدف عمده این مطالعه است. علاوه‌براین، درمی‌یابیم آیا سطح مهارت زبانی شرکت‌کنندگان می‌تواند اثر آموزش خودنظم‌بخشی را تعدیل‌کند. دراین‌راستا، در یک آموزشگاه زبان، استراتژی‌های خودنظم‌بخشی خواندن به دو گروه آزمایش آموزش داده‌شد، اما دو گروه کنترل ، خواندن را به صورت سنتی و متداول آموزش‌دیدند. دادههای مطالعه با استفاده از پرسشنامه موری در‌باره انگیزه خواندن به انگلیسی جمع‌آوری‌شد. تحلیل پارامتریک دو‌طرفه انکووا نشان‌داد که آموزش خودنظم‌بخشی خواندن و درک‌مطلب به انگلیسی می‌تواند انگیزه شرکت‌کنندگان را برای خواندن به انگلیسی بهبودبخشد، اما سطح مهارت زبانی تاثیر آموزش خودنظم‌بخشی را تعدیل‌نمی‌کند. این یافته‌ها می‌تواند مدرسان را ترغیب‌کند تا برای بهبود انگیزه خواندن زبان‌آموزان از استراتژی‌های خودنظم‌بخشی در کلاس استفاده‌کنند. | ||
| کلیدواژه‌ها [English] | ||
| خودنظم‌بخشی, یادگیری خودنظم‌یافته, انگیزه خواندن به انگلیسی به‌عنوان زبان‌خارجی, مهارت زبانی, مدل یادگیری خودنظم‌یافته زیمرمن و مویلان | ||
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