In collaboration with Payame Noor University and Iranian Electronic Learning Association

Document Type : scientific-research

Authors

1 The Faculty of Letter and Humanities, Department of English Language and Literature at Payame Noor University of Iran

2 Payame Noor University

3 The Faculty of Letters and Humanities, Department of English Language and Literature at Payame Noor University of Iran

Abstract

The current study aimed to examine whether or not the explicit teaching of motivational regulation strategies significantly affected Iranian EFL learners' willingness to communicate (WTC) in general English online classes. Moreover, it endeavors to investigate if there was a significant difference between male and female Iranian learners' WTC in general English online classes regarding the explicit teaching of motivational regulation strategies. To this aim, a pretest-posttest design was used and 130 participants were randomly chosen out of 406 pre-intermediate level students. After the administration of the homogeneity test, 92 learners were randomly assigned to two experimental and control groups. There were 46 learners in the experimental and 46 learners in the control group with equal number of male and female participants in each. The findings revealed that the explicit teaching of motivational regulation strategies significantly affected Iranian EFL learners' WTC in general English online classes. It was also observed that female Iranian learners’ WTC was significantly higher than that of male learners' in general English online classes regarding the explicit teaching of motivational regulation strategies. The findings of this study could be of great importance for language learners, teacher trainers, and teachers.

Keywords

Article Title [Persian]

تأثیر آموزش مستقیم راهبردهای خود تنظیمی انگیزشی بر تمایل زبان آموزان ایرانی به برقراری ارتباط (WTC)

Authors [Persian]

  • امیررضا نعمت تبریزی 1
  • منوچهر جعفری گهر 2
  • سعید صیادچمنی 3

1 گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی دانشگاه پیام نور ایران

3 گروه زبان انگلیسی دانشکده ادبیات و علوم انسانی دانشگاه پیام نور ایران

Abstract [Persian]

مطالعه حاضر با هدف بررسی اینکه آیا آموزش صریح راهبردهای خود تنظیمی انگیزشی به طور معناداری بر تمایل زبان آموزان ایرانی برای برقراری ارتباط (WTC) در کلاس‌های آنلاین انگلیسی عمومی تأثیر می‌گذارد یا خیر، انجام شده است. علاوه بر این، در این تحقیق وجود تفاوت معنادار بین تمایل زبان‌آموزان ایرانی مرد و زن برای برقراری ارتباط در کلاس‌های آنلاین عمومی انگلیسی در رابطه با آموزش صریح راهبردهای خود تنظیمی انگیزشی مورد بررسی قرار گرفته است. بدین منظور از طرح پیش آزمون- پس آزمون استفاده شد و 130 شرکت کننده به صورت تصادفی از بین 406 زبان آموز مقطع پیش متوسطه انتخاب شدند. پس از اجرای آزمون همگنی، 92 زبان آموز به طور تصادفی در دو گروه آزمایش و گواه (کنترل) قرار گرفتند. در گروه آزمایشی 46 نفر و در گروه گواه (کنترل) 46 نفر با تعداد شرکت کنندگان زن و مرد مساوی بودند. یافته ها نشان داد که آموزش صریح راهبردهای خود تنظیمی انگیزشی به طور قابل توجهی بر WTC زبان آموزان ایرانی در کلاس های آنلاین انگلیسی عمومی تأثیر می گذارد. همچنین مشاهده شد که WTC زبان آموزان زن ایرانی به طور قابل توجهی بالاتر از زبان آموزان مرد در کلاس های آنلاین عمومی انگلیسی در رابطه با آموزش صریح راهبردهای خود تنظیمی انگیزشی بود. یافته های این مطالعه می تواند برای زبان آموزان، اساتید زبان و مدرسین دوره‌های تربیت مدرس زبان اهمیت زیادی داشته باشد.

Keywords [Persian]

  • یادگیری خود تنظیم
  • تمایل به برقراری ارتباط
  • عوامل عاطفی
  • کلاس آنلاین زبان انگلیسی
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