باورهای انگیزشی: تاثیر آنها بر ظرفیت به کارگیری راهبردهای خودتنظیمی در بین دانشجویان فراگیر زبان انگلیسی بعنوان زبان دوم

نوع مقاله : علمی - پژوهشی

نویسندگان

دانشگاه شهید بهشتی

چکیده

در حال حاضر در نظریه­ ها و تحقیقات یادگیری خودتنظیم که بخوبی پرورش یافته­ اند، باورهای انگیزشی فراگیران بعنوان پیش درآمدی بر استفاده از راهبردها در نظر گرفته می ­شوند. بر همین اساس هدف این تحقیق بررسی قدرت پیش­ بینی کننده پنج عامل انگیزشی (علاقه به تکلیف، انتظار پی­ آمد، خودکارآمدی، هدف­گرایی و اسناد علّی) در یادگیری زبان بر پتانسیل دانشجویان کارشناسی برای استفاده از راهبردهای خودتنظیمی است. برای این منظور، داده­ هایی از 308 دانشجوی دانشگاه که از سطوح مختلف مهارتی برخوردار بودند، جمع­ آوری شد. شرکت ­کنندگان به نسخه فارسی یک ابزار جدید به نام پرسشنامه یادگیری خودتنظیم زبان (SRLLQ) پاسخ دادند که حاوی ابعاد باورهای انگیزشی و راهبردهای خودتنظیمی است. نتایج تحلیل رگرسیون چندگانه نشان داد که تنها هدف­گرایی، انتظار پی ­آمد و خودکارآمدی، پیش ­بینی کننده­ های قوی توانایی فراگیران برای استفاده از راهبردهای خودتنظیمی بودند. اگرچه تنها سه باور انگیزشی دارای اثرات پیش ­بینی کننده قابل توجهی بودند، این یافته بطور کلی نقش کلیدی باورهای انگیزشی را در هدایت و کنترل تلاش­ های زبان آموزان جهت یادگیری که به نوبه خود به بهبود عملکرد تحصیلی منجر می­شود، تایید می­کند. بر اساس این یافته ­ها، توصیه­ های متعددی جهت راهنمایی در زمینه تقویت پیشرفت زبان دوم زبان­ آموزان در دانشگاه­ ها به ذینفعان ارائه می­ شود.

کلیدواژه‌ها

عنوان مقاله [English]

Motivational Beliefs: Impact on the Capacity to Employ Self-Regulatory Strategies among University EFL Learners

نویسندگان [English]

  • ُSeyed Abolghassem Fatemi Jahromi
  • Ali Derakhshesh
Shahid Beheshti University
چکیده [English]

Currently well-developed lines of theory and research on self-regulated learning (SRL) consider learners’ motivational beliefs as a precursor to the use of strategies. In accordance with this, the purpose of the present study was to explore the predictive power of five motivational factors (task interest, outcome expectation, self-efficacy, goal orientation, and causal attribution) in language learning on undergraduates’ potential to utilize self-regulatory strategies. To this end, data were collected from 308 university students representing a variety of proficiency levels. Participants answered the Persian version of a newly developed instrument called Self-Regulated Language Learning Questionnaire (SRLLQ) which comprises a Motivational Beliefs and a Self-Regulatory Strategies dimension. Results from multiple regression analyses showed that only goal orientation, outcome expectation, and self-efficacy were strong predictors of students’ capacity to use self-regulatory strategies. Although only three motivational beliefs had significant predictive effects, generally this finding lends credence to the key role that motivational beliefs play in directing and controlling learners’ effort to learn, which in turn leads to improved academic performance. Based on the findings, several recommendations are made for guidance to stakeholders in promoting learners’ second language (L2) achievement in the context of universities.

کلیدواژه‌ها [English]

  • Motivational beliefs
  • Self-Regulatory Strategies
  • Self-Regulated Learning (SRL)
  • Self-Regulated Language Learning Questionnaire (SRLLQ)

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