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نقش سیستم خود انگیزشی آنلاین در یادگیری زبان انگلیسی آنلاین: دوره های همگانی آموزش برخط آزاد (موک) (مقاله لاتین) | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 9، دوره 11، (2)- ویژه نامه مقالات CALL ، زبان شناسی و آموزش زبان - شماره پیاپی 24، مهر 1401، صفحه 145-162 اصل مقاله (707.22 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2023.17442.1594 | ||
| نویسنده | ||
| امیررضا رحیمی* | ||
| نویسندۀ مسئول، دانشجوی دکتری زبان، ادبیات، فرهنک و کاربردهای آن، دانشگاه والنسیا، اسپانیا | ||
| تاریخ دریافت: 03 تیر 1401، تاریخ بازنگری: 28 مرداد 1401، تاریخ پذیرش: 02 شهریور 1401 | ||
| چکیده | ||
| درصد پایین بودن مشارکت و تکمیل دوره های همگانی آموزش آزاد برخط (موک) (MOOC) نگرانیهای اصلی ذینفعان این دوره ها شده است. از آنجا که این دورههای آنلاین همگانی و انعطاف پذیر متکی به خود فرد بوده ، و عوامل روانشناختی هستند که موجب موفقیت در یادگیری و تکمیل دوره های موک میشوند. در میان این عوامل روانشناختی بخصوص انگیزه ، بهعنوان یکی از عوامل پیشنیاز برای یادگیری زبان خود بصورت خودگردان شناخته شده است. کشف نقش خود انگیزشی آنلاین در موک های زبان (LMOOC) بسیار مهم است. بدین ترتیب، این مطالعه کمی نقش سیستم خود انگیزشی شرکت کنندگان در پیشبینی دستاوردهای آنلاین زبانآموزان ایران را بررسی میکند. برای انجام این کار، 353 زبانآموز زبان خارجه ایرانی از تهران و کرج، در مطالعة حاضر در دورة شیوع بیماری کرونا شرکت کردند و انگلیسی را بهصورت آنلاین در بستر پلتفرم Canava آموختند و به پرسشنامة یادگیری زبان آنلاین (OLLM) که توسط ژنگ و همکاران تهیه شده بود، (2018) تست یادگیری پایان دوره را پاسخ دادند. . نتیجة رگرسیون خطی نشان داد که تنها انگیزه درونی و موانع بیرونی ، میتواند دستاوردهای آنلاین زبانآموزان ایرانی را پیشبینی کند. علاوه بر این، مردان در چنین دورههای آنلاین، از زنان بهتر عمل میکردند. محقق، توصیه میکند که ذینفعان این پلتفرمها، جوامع یادگیری خود را تشدید کرده و پاداشهای بیرونیتری برای زبانآموزان زبان ارائه دهند تا با موفقیت در پلتفرم، زبان انگلیسی را فراگیرند. | ||
| کلیدواژه‌ها | ||
| انگلیسی به عنوان زبان خارجه؛ انگیزه یادگیری زبان آنلاین(OLLM)؛ موفقیت آنلاین؛ دورههای بر خط آزاد همگانی موک؛ آموزش اضطراری از راه دور | ||
| عنوان مقاله [English] | ||
| The role of Online L2 Motivational Self system in Predicting EFL learners’ Online Achievements: The Case of Language Massive Open Online Course (LMOOC) | ||
| نویسندگان [English] | ||
| Amir Reza Rahimi | ||
| Ph.D. student in Language, Literatures and Cultures and its Applications Facultat de Filologia, Traducció i Comunicació University of Valencia, Spain | ||
| چکیده [English] | ||
| Massive Open Online Courses (MOOCs) have high drop-out and low course completion rates, causing stakeholders' greatest concern. As these open and flexible online courses acquire self-paced language learners, many psychological factors are simultaneously considered for helping enrollees learn the online language successfully. Among the psychological factors associated with self-directed language learning, motivation is one of the critical factors. It is, therefore, crucial to identify how online motivation can be incorporated into Language massive open online courses (LMOOCs). This quantitative study explores online motivation's role in predicting Iranian English as a Foreign Language (EFL) learners' online achievements. To do so, 353 Iranian EFL learners from Tehran and Karaj participated in the current studied during the outbreak of COVID-19, learned English online on the Canvas platform, answered the Online Language Learning Motivation (OLLM) questionnaire developed by Zheng et al. (2018) and took an online test. Using linear regression, it was determined that only instrumentality-promotion and instrumentality-prevention were capable of predicting Iranian EFL learners' online achievement. Furthermore, males outperformed females in LMOOCs. The researcher recommended that LMOOCs' stakeholders escalate their learning communities and provide more extrinsic rewards for language learners to learn online in LMOOCs successfully. | ||
| کلیدواژه‌ها [English] | ||
| English as a Foreign Language (EFL) learners, Online Language Learning Motivation (OLLM), Online achievement, Language Massive Open Online Courses (LMOOCs), Emergency remote language teaching | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 442 تعداد دریافت فایل اصل مقاله: 402 |
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