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A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 2، دوره 9، شماره 4، دی 2022، صفحه 25-49 اصل مقاله (1.21 M) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2022.16948.2032 | ||
| نویسندگان | ||
| saeedeh Javidkar؛ hoda Divsar* ؛ Masoud Saeedi؛ Ali Hadavizadeh | ||
| Department of Linguistics and Foreign Languages, Payame Noor University (PNU), Tehran, Iran | ||
| تاریخ دریافت: 04 اسفند 1400، تاریخ بازنگری: 22 اردیبهشت 1401، تاریخ پذیرش: 24 اردیبهشت 1401 | ||
| چکیده | ||
| The current study investigated whether autonomy-supportive teaching (AST) could predict EFL learners’ willingness to communicate (WTC), self-regulation (SR), academic engagement (AE), and perceived locus of control (LOC). To this end, 120 intermediate EFL learners were selected based on convenience sampling. To ensure the participants’ familiarity with autonomy supporting strategies, they received instruction based on Reeve’s (2009) model in 18 sessions. Oxford Quick Placement Test, Learning Climate Questionnaire, Willingness to Communicate Questionnaire, Academic Self-regulated Learning Scale, Academic Engagement Questionnaire, and Index of Internal Locus of Control were utilized to gather the data. Partial least squares structural equation modeling (PLS-SEM) was evaluated on path coefficient estimates, t-value, the effect sizes (f2), and the coefficient of determination (R2). The overall model fit SRMR < 0.080 < HI95 supported the postulated model. The f2 values for the weight of the magnitude effect size predicted a significant effect size in the structural model. The results of R2 revealed significant positive paths from AST to SR, AE, WTC, and LOC implying that the observants merged in coalition with each other in a contingent context to predict the viability of autonomy-supportive teaching. Further significant paths were identified from SR to WTC and AE, and from AE and the LOC to WTC. The findings also indicated that AE and SR indirectly influence learners’ WTC via LOC. The study offers theoretical and pedagogical implications to EFL teachers and students. | ||
| کلیدواژه‌ها | ||
| Academic-engagement؛ Autonomy-supportive teaching؛ Perceived locus of control؛ Self-determination theory؛ Willingness to communicate | ||
| عنوان مقاله [English] | ||
| تحلیل مسیر تدریس حمایتی خودمختاری بر تمایل فراگیران زبان انگلیسی به برقراری ارتباط، خودتنظیمی، مشارکت تحصیلی، و منبع کنترل درک شده | ||
| نویسندگان [English] | ||
| سعیده جاویدکار؛ هدی دیوسر؛ مسعود سعیدی؛ علی هادوی زاده | ||
| گروه زبان و ادبیات انگلیسی ، دانشگاه پیام نور ،تهران ،ایران | ||
| چکیده [English] | ||
| مطالعه حاضر به بررسی رابطه ی پیش بینی کننده ی تدریس حمایتی خودمختار (AST)، تمایل زبان آموزان زبان انگلیسی برای برقراری ارتباط (WTC)، خودتنظیمی (SR)، درگیری تحصیلی (AE) و منبع کنترل درک شده (LOC) را می پردازد. بدین منظور 120 زبان آموز زبان انگلیسی متوسطه بر اساس نمونه گیری تصادفی انتخاب شدند. برای اطمینان از آشنایی شرکت‌کنندگان با استراتژی‌های حمایت از خودمختاری، بر اساس مدل ریو (2009) در 18 جلسه آموزش دریافت کردند. برای جمع‌آوری داده‌ها از آزمون قرارگیری سریع آکسفورد، پرسش‌نامه اقلیم یادگیری، پرسش‌نامه تمایل به برقراری ارتباط، مقیاس یادگیری خودتنظیمی تحصیلی، پرسش‌نامه مشارکت تحصیلی، و شاخص منبع کنترل داخلی استفاده شد. مدل‌سازی معادلات ساختاری حداقل مربعات جزئی (PLS-SEM) بر اساس تخمین‌های ضریب مسیر، t-value، اندازه‌های اثر (f2)، و ضریب تعیین (R2) مورد ارزیابی قرار گرفت. مقادیر f2 برای وزن اندازه اثر بزرگی، اندازه اثر قابل‌توجهی سازه‌ها را در مدل ساختاری پیش‌بینی کرد. نتایج R2 مسیرهای مثبت قابل توجهی را از AST به WTC، SR، AE، و LOC نشان داد که متغیرها در ائتلاف با و بر یکدیگر در یک زمینه احتمالی برای پیش‌بینی قابلیت تدریس حمایت از خودمختاری ارتباط داشتند. مسیرهای دیگری از SR به WTC و AE و از AE و LOC به WTC منتهی می‌شوند، پیدا شدند. یافته ها همچنین نشان داد که AE و SR می توانند به طور غیرمستقیم WTC فراگیران را از طریق میانجیگری LOC تحت تاثیر قرار دهند. این مطالعه مفاهیم نظری و آموزشی را برای معلمان زبان انگلیسی، دانش‌آموزان و سیاست‌گذاران زبان انگلیسی ارائه می‌کند. | ||
| کلیدواژه‌ها [English] | ||
| مشارکت تحصیلی, آموزش حمایتی خودمختار, منبع کنترل ادراک شده, نظریه خودتعیین, خودتنظیمی, تمایل به برقراری ارتباط | ||
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آمار تعداد مشاهده مقاله: 315 تعداد دریافت فایل اصل مقاله: 273 |
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