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Relationship between Iranian Intermediate EFL Learners' Foreign Language Causal Attributions, Meta-Cognitive Self-Regulation and Their L2 Speaking Performance | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 3، دوره 6، شماره 2، مرداد 2019، صفحه 77-53 اصل مقاله (741.67 K) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2019.11253.1406 | ||
| نویسندگان | ||
| Mohammad Hadi Mahmoodi* 1؛ Fateme Karampour2 | ||
| 1English Department, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran | ||
| 2Depatment of English Language, Faculty of Huminities, Bu-Ali Sina University, Hamedan, Iran | ||
| تاریخ دریافت: 02 مرداد 1398، تاریخ بازنگری: 28 مرداد 1398، تاریخ پذیرش: 03 شهریور 1398 | ||
| چکیده | ||
| This study aimed to investigate the relationship between foreign language causal attributions, metacognitive self-regulation and speaking performance of Iranian EFL learners. To this end, 202 intermediate EFL students, studying English at private language teaching institutes in three provinces of Hamedan, Golestan, and Khuzestan were selected based on the convenience sampling procedure. To collect data, Causal Dimension Scale II (CDS II) (McAuley, Duncan, & Russell, 1992) and Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia & McKeachie, 1991) were employed. Moreover, the interview section of IELTS Exam was also used to measure speaking ability of the learners. The results of the study showed that there was a significant positive correlation between the participants’ L2 speaking ability and the locus of causality and the internal control dimensions of attribution theory. But, there was significant negative correlation between L2 speaking ability and the external control and the stability dimensions. There was also positive significant correlation between L2 speaking ability and metacognitive self-regulation. Moreover, it was found out that successful and unsuccessful EFL learners attributed their success and failure in L2 speaking performance mainly to internal factors. It was also found that among the independent variables of the study, meta-cognitive self-regulation was the stronger predictor of the participants' L2 speaking performance. The findings of this study are hoped to suggest a number of implications for EFL teachers, learners, syllabus designers, and parents. | ||
| کلیدواژه‌ها | ||
| Causal Attributions؛ Metacognitive Self-Regulation؛ Speaking؛ EFL Learners | ||
| عنوان مقاله [English] | ||
| رابطه بین اسناد علی زبان خارجی، خود تنظیمی فرا شناختی، و عملکرد صحبت کردن زبان‌آموزان ایرانی رشته زبان انگلیسی | ||
| نویسندگان [English] | ||
| محمد هادی محمودی1؛ فاطمه کرم پور2 | ||
| 1گروه زبان انگلیسی، دانشکده علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران | ||
| چکیده [English] | ||
| چکیده هدف از انجام این تحقیق بررسی رابطه بین اسناد علی زبان خارجی، خود تنظیمی فرا شناختی، انگیزش و عملکرد صحبت کردن زبان‌آموزان ایرانی رشته زبان انگلیسی است. شرکت‌کنند گان در این تحقیق شامل 202 زبان‌آموز سطح متوسط رشته زبان انگلیسی در موسسات خصوصی در استان‌های همدان، خوزستان و گلستان هستند که بر اساس روش نمونه گیری در دسترس انتخاب شدند. برای اجرای این تحقیق، پرسش ابعاد علی (CDS II) )مک الی، دانکن، و راسل، 1992)، پرسش‌نامه استراتژی انگیزشی برای یادگیری (MSLQ)، (پینتریچ، اسمیت، گارسیا و مکگاشی، 1991) استفاده شد. همچنین بخش مصاحبه آزمون آیلتس برای اندازه گیری عملکرد صحبت کردن زبان آموزان به زبان انگلیسی استفاده شد. نتایج تحقیق نشان داد رابطه مثبت و معنا داری بین توانایی صحبت کردن به زبان انگلیسی و ابعاد مکان کنترل و کنترل درونی نظریه اسناد وجود دارد. اما رابطه معنا داری و منفی بین توانایی صحبت کردن به زبان انگلیسی و ابعاد ثبات و کنترل بیرونی این نظریه وجود دارد. همچنین، بین مهارت صحبت کردن به زبان خارجی و خود تنظیمی فرا شناختی رابطه مثبت و معنا داری وجود دارد. در نهایت اینکه، زبان آموزان موفق و ناموفق، موفقیت و شکست خود در عملکرد صحبت کردن به زبان انگلیسی را عموما به عوامل درونی نسبت می دهند و خود تنظیمی فراشناختی به عنوان پیش بینی کننده قوی عملکرد صحبت کردن زبان آموزان شناخته شد. امید است این تحقیق، برای رفع مشکلات زبان آموزان رشته زبان انگلیسی، راهکارهای مناسبی را به زبان‌آموزان، معلمان، برنامه ریزان درسی و پدر و مادرها ارایه دهد. | ||
| کلیدواژه‌ها [English] | ||
| اسناد علی, خود تنظیمی فراشناختی, انگیزش, عملکرد صحبت کردن, زبان‌آموزان رشته زبان انگلیسی | ||
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