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Motivational and Textual Factors and Affordances in Iranian EFL Learners' Reading: Using Semi-Structured Reflections Written During Reflective Learning Process | ||
Journal of Language Horizons | ||
دوره 5، شماره 1 - شماره پیاپی 9، فروردین 2021، صفحه 205-225 اصل مقاله (491.7 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2020.31128.1295 | ||
نویسندگان | ||
Neda Karami1؛ Esmat Babaii* 2؛ Parisa Daftarifard3 | ||
1PhD Candidate, Department of English, South Tehran Branch, Islamic Azad University, Tehran, Iran | ||
2Professor of Applied Linguistics, Department of English Language Teaching, Faculty of Literature and Humanities, Kharazmi University, Tehran, Iran. | ||
3Assistant Professor, English Language Research Center (ELRC), South Tehran Branch, Islamic Azad University, Tehran Iran | ||
چکیده | ||
Reading comprehension has a multidimensional nature, and different factors and affordances affect the language learners’ reading performance. The present study examined Iranian EFL learners’ reading motivation orientations and investigated the motivational and textual factors and affordances in reading, considering the learners’ reflections. The participants of the current study were 32 Iranian high school learners. The Persian translation of Motivation for Reading in English Questionnaire (MREQ) developed by Komiyama (2013) was administered to determine the participants’ orientations on the motivational dimensions. Analyzing the results of the questionnaire showed that the mean score of extrinsic motivation was higher than the mean score of intrinsic motivation. Motivational and textual factors and perceived affordances were also revealed using a qualitative analysis of the participants’ semi-structured reflections written during reflective learning process. The results of the questionnaire and reflections analyses can increase teachers’ awareness of the influential factors in reading based on the learners’ perceptions, and can help them provide effective feedback and appropriate learning opportunities. | ||
کلیدواژهها | ||
reflection؛ reading؛ text؛ motivation؛ affordances | ||
عنوان مقاله [English] | ||
عوامل و فراهمسازهای انگیزشی و متنی در خواندن فراگیران زبان انگلیسی ایرانی: بهرهگیری از تأملات نیمهساختاری نگارشیافته در طول فرایند یادگیری تأملی | ||
نویسندگان [English] | ||
ندا کرمی1؛ عصمت بابایی2؛ پریسا دفتری فرد3 | ||
1دانشجوی دکتری آموزش زبان انگلیسی، گروه انگلیسی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران | ||
2استاد، گروه آموزش زبان انگلیسی، دانشکدة ادبیات و علوم انسانی، دانشگاه خوارزمی، تهران، ایران | ||
3استادیار، مرکز تحقیقات زبان انگلیسی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران | ||
چکیده [English] | ||
درک مطلب ماهیت چندبعدی دارد و عوامل و فراهمسازهای گوناگونی بر عملکرد خواندن زبانآموزان تأثیر میگذارند. پژوهش حاضر، جهتگیریهای انگیزشیِ خواندنِ فراگیران زبان انگلیسی ایرانی را ارزیابی کرده و عوامل و فراهمسازهای انگیزشی و متنی در خواندن را با توجه به تأملات فراگیران مورد بررسی قرار دادهاست. شرکتکنندگانِ پژوهش حاضر، 32 زبانآموزِ دبیرستانی ایرانی بودند. ترجمة فارسیِ پرسشنامة انگیزه برای خواندن در انگلیسی که توسط کومیان (2013) تهیه شده بود، برای تعیین جهتگیری ابعاد انگیزشی شرکتکنندگان به کار رفت. تجزیه و تحلیل یافتههای پرسشنامه نشان داد که میانگین نمرة انگیزه بیرونی، بالاتر از میانگین نمره انگیزة درونی است. عوامل انگیزشی و متنی و فراهمسازهای دریافتی با تجزیه و تحلیل کیفی تأملات نیمهساختاری نگارشیافتة شرکتکنندهها در طی فرایند یادگیری تأملی استخراج گردیدند. نتایج بهدستآمده از پرسشنامه و تجزیه و تحلیل تأملات میتواند آگاهی معلمان نسبت به عوامل مؤثر در خواندن را بر اساس ادراک فراگیران افزایش داده و به آنها کمک کند تا بازخورد مؤثر و فرصتهای مناسب یادگیری را فراهم کنند. | ||
کلیدواژهها [English] | ||
تأمل, خواندن, متن, انگیزه, فراهمسازها | ||
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