نقش سیستم خود انگیزشی آنلاین در یادگیری زبان انگلیسی آنلاین: دوره‏ های همگانی آموزش برخط آزاد (موک) (مقاله لاتین)

نوع مقاله : مقاله پژوهشی

نویسنده

نویسندۀ مسئول، دانشجوی دکتری زبان، ادبیات، فرهنک و کاربردهای آن، دانشگاه والنسیا، اسپانیا

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

موضوعات

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)

نویسنده [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

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  • تاریخ دریافت: 03 تیر 1401
  • تاریخ بازنگری: 28 مرداد 1401
  • تاریخ پذیرش: 02 شهریور 1401

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