نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشیار گروه زبان شناسی، دانشکده ادبیات فارسی و زبان های خارجی، دانشگاه علامه طباطبایی، تهران، ایران
2 دانشجوی دکترای آموزش زبان فارسی به غیرفارسی زبانان دانشگاه علامه طباطبائی
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The self-regulation theory is based on methods through which language learners can actively manage the learning process using various strategies. With this background, the present study aims to investigate self-regulated writing strategies and their predictive effects on the writing performance of Persian learners who are non-Persian speakers. The research method is applied in terms of its objective and descriptive survey in terms of data collection. The statistical population consisted of 100 intermediate to advanced Persian learners from centers such as Al-Mahdi School, Al-Mustafa International University in Qom, Al-Zahra University, Azfa Center in Urmia, and Al-Mustafa University in Mashhad. The data were collected through a questionnaire based on the research by Tang and Zhang (2016), consisting of 35 items. The reliability of this questionnaire was obtained using Cronbach's alpha method, and the reliability coefficient (CR) for all dimensions of the questionnaire was over 0.7, indicating the appropriate reliability of the research tool. Construct validity was assessed, and the results suggested that the research tool was valid (AVE > 0.5). The data were analyzed using structural equation modeling and the Smart PLS software, and the final model was presented. The results of the study indicate a good fit for the conceptual model based on acceptable and significant values of path coefficients, factor loadings, explained variance, and the GOF index. The results also confirm the self-regulated writing strategies in terms of the metacognitive component at 0.874, the cognitive component at 0.804, the behavioral-social component at 0.801, and finally, the motivational component at 0.631.
کلیدواژه‌ها [English]
)