|تعداد مشاهده مقاله||3,096,598|
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|پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان|
|دوره 11، (2)- ویژه نامه - شماره پیاپی 24، مهر 1401، صفحه 269-291 اصل مقاله (1.26 M)|
|نوع مقاله: مقاله پژوهشی|
|شناسه دیجیتال (DOI): 10.30479/jtpsol.2023.18506.1633|
|مریم پورنوروز1؛ نگار داوری اردکانی* 2|
|1دانشجوی دکتری آموزش زبان فارسی به غیر فارسیزبانان، دانشگاه شهید بهشتی|
|2نویسندۀ مسئول، دانشیار گروه زبانشناسی، دانشگاه شهید بهشتی|
|تاریخ دریافت: 16 اسفند 1401، تاریخ بازنگری: 16 خرداد 1402، تاریخ پذیرش: 20 خرداد 1402|
|اقدامپژوهی مشارکتی، بهدنبال بهبود عملکرد، ارزیابی انتقادی و تأمل عمیق در عملکرد معلمان است. این تغییر و تحول، از طریق گفتگو و همکاری بین محققان و مدرسان افزایش مییابد و بهطور کلی، بهدنبال ایجاد ارتباط بین عملکرد کلاسی در سطح خرد و عملکرد اجتماعی در سطح کلان است (Locke et al., 2013, p.112). پژوهش حاضر، بهدنبال مطالعه و بررسی اثربخشی اقدامپژوهی مشارکتی، بر یادگیری خودتنظیمی مدرسان ایرانی آزفا (آموزش زبان فارسی به غیرفارسیزبانان) است تا تأثیر برگزاری دورۀ اقدامپژوهی مشارکتی بر شاخصهای ارزیابی یادگیری خودتنظیمی مدرسان ایرانی آزفا مشخص شود. جامعۀ آماری پژوهش؛ شامل 20 مدرس ایرانی آزفا (95% مدرس زن و 5% مدرس مرد) از مراکز آزفای سراسر کشور است. بهمنظور جمعآوری دادهها، از پرسشنامۀ Yeşim et al (2009) که شامل 40 گویه در ارتباط با 9 شاخص ارزیابی یادگیری خودتنظیمی و طرح اقدامپژوهی، استفاده شد. دادهها، با استفاده از نرمافزار SPSS، نسخۀ 26، مورد تجزیه و تحلیل قرارگرفت. نتایج پژوهش نشان داد؛ تفاوت معناداری بین اقدامپژوهی مشارکتی و یادگیری خودتنظیمی مدرسان ایرانی آزفا وجود دارد و اجرای دورۀ اقدامپژوهی مشارکتی، بر همۀ شاخصهای ارزیابی یادگیری خودتنظیمی مدرسان ایرانی آزفا، بجز شاخص ارزیابی کنترل عاطفی مؤثر بوده است.|
|اقدامپژوهی مشارکتی؛ یادگیری خودتنظیمی؛ مدرسان ایرانی آزفا|
|عنوان مقاله [English]|
|Impact of Collaborative Action Research on Self-Regulated Learning of Iranian AZFA Teachers|
|Maryam Pournorouz1؛ Negar Davari Ardakani2|
|1PhD Candidate in Linguistics- Teaching Persian to Speakers of Other Languages, Department of Linguistics, Faculty of Letters and Humanities, Shahid Beheshti University of Tehran, Tehran, Iran.|
|2Corresponding Author, Associate Professor, Department of Linguistics, Faculty of Letters and Humanities, Shahid Beheshti University of Tehran, Tehran, Iran|
|Collaborative action research is concerned to improve practice, challenge and reorient thinking about practice and transform through dialogue and collaboration contexts for learning. It makes explicit links between the micro-level of classroom practice and the macro-level of society (Lock and et al. 2013: 112). The current research seeks to study and investigate the effectiveness of collaborative action research on the self-regulated learning of Iranian AZFA (Teaching Persian to Speakers of Other Languages) teachers, in order to determine the impact of conducting a collaborative action research course on Iranian teachers self-regulated learning dimensions. The statistical population of the study consisted of 20 Iranian AZFA teachers (95% female teachers and 5% male teachers) in several AZFA centers from all over the country. In order to collect data, `Yesim et al. (2009) self- regulated learning questionnaire which consisted of 40 items related to 9 dimensions for evaluating self-regulated learning, and action research project were used. Data were analyzed using SPSS software version 26. The results of the study showed that there is a significant difference between collaborative action research and self-regulated learning of Iranian AZFA teachers and the implementation of collaborative action research course has been effective on all dimensions of self-regulated learning of Iranian AZFA teachers except emotional control.|
In this research, we seek to investigate the effect of collaborative action research on the self-regulated learning of Iranian AZFA teachers and find out that collaborative action research can help Iranian AZFA teachers to become self-regulated and lead to reforms in their teaching in a way that fits their situation and class.
Self-regulated learning is defined as an effective and constructive process through which learners can set their goals, monitor and control their cognition, motivation, and behavior (Pintrich, 2000: 453). Self-regulated learning is also a key element for success in most educational contexts (Hartley, & Bendixen, 2001: 23).
Collaborative action research is based on cooperation and sustainable dialogue between the stakeholders of teaching in different contexts, which is done in order to strengthen the studies about the teacher and his growth. This means that through participating in collaborative research, novice and experienced teachers strive to become active learners and create changes and growth (Levin & Rock, 2003: 136).
The statistical population of this research consisted of 19 female teachers and 1 male teacher with different teaching experience (from 4 months to 12 years). Convenience sampling method was used to select the statistical population. Participants were Iranian AZFA teachers in AZFA centers of various universities across Iran. The average age of the participants in this research was 35.75. Their major was teaching Persian language to non-Persian speakers, general linguistics and Persian language and literature. The demographic form of the participants was completed by them before starting the course. All of them participated in this project with full enthusiasm and had completed the consent form to participate in the research.
All stages of the current research were done virtually. Skype software was used as a platform for conducting action research courses. Due to the easy access of participants to WhatsApp software, a group was formed on WhatsApp and participants were added to this group. Meetings Coordination, sharing slides of action research online classes, educational materials and videos, introduction of books and key and additional resources for teaching Persian language were done in this group.
data collection was done using two tools: questionnaire and action research project. Yasim et al. (2009) self-regulated learning questionnaire was completed twice by the participants, before starting the course and at the end of the course. This 6-point Likert questionnaire contains 40 items related to 9 self-regulated learning dimensions: 1) goal setting, 2) intrinsic interest, 3) performance goal orientation, 4) mastery goal orientation, 5) self-instruction, 6) emotional control, 7) self-evaluation, 8) self-reaction, and 9) Help seeking. The validity of the questionnaire confirmed by the experts. Reliability for the entire questionnaire computed 0.76 using by Cronbach’s alpha.
The action research project was done by participants. They were asked to reflect on their classes, and by identifying the problem, do a project in their class and report the result. Instructions were provided to guide the participants to carry out the project. The action research project sheet was adopted from Hong and Lawrence (2011)
Online 90-minute action research classes were held once a week in Skype platform for 6 months.
To analize the data, First, through the Klomogorf-Smirnov test, it was determined that the pre-test and post-test data were normally distributed. Then, the data were compared using SPSS version 26 software and through paired sample t-test to determine the effect of the action research course on the self-regulated learning dimensions of teachers.
the score of seven dimensions, including goal-setting, internal interest, performance goal orientation, mastery goal orientation, self-instruction, self-evaluation, self-reaction, and help seeking increased after conducting of Collaborative action research course, and this increase is statistically significant. The P value of these dimensions was smaller than 0.05; Therefore, conducting collaborative action research had a positive effect on these dimensions. The findings showed that collaborative action research can be used to improve teachers' self-regulated learning and their better performance. According to Monshi Toosi et al. (2011: 43), the more teachers improve their self-regulated learning skills, the more successful teachers they are in the opinion of their students. Also, the Pvalue of the emotional control dimension was larger than 0.05 (P value: 0.435). According to Ghanizadeh and Moafian (2001), in students’ opinions, a successful teacher is one who has a higher emotional intelligence (Monshi Tousi, 2011: 43).
It is suggested that collaborative action research courses to be held in AZFA centers every week or every month ,so that the teachers in each center can collaborate together to solve the educational problems of their classes and also to integrate teaching methods and class management problems, especially in centers where, the classes are managed by a group of teachers. In addition, experienced teachers can share their experiences with novice teachers and help them in a successful teaching.
|Collaborative Action Research, Self- Regulated Learning, Iranian Azfa Teachers|
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