Teaching English Language

Teaching English Language

یادگیری زبان از راه دور به طور جسورانه : تصویری از رابطه بین تاب آوری تحصیلی، شناوری تحصیلی، خودکارآمدی یادگیرنده، لذت یادگیرنده، و رفاه تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دکتری زبانشناسی کاربردی (TEFL)؛ 1) گروه دروس عمومی، دانشگاه علوم پزشکی جندی شاپور اهواز، اهواز، ایران 2) گروه آموزش زبان انگلیسی، واحد اهواز، اسلامی. دانشگاه آزاد، اهواز، ایران
2 گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه گناباد، گناباد، ایران
3 گروه آموزش زبان انگلیسی و زبان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه آیت‌الله العظمی بروجردی، شهر بروجرد، ایران
4 دانشجوی دکتری TEFL، گروه زبان‌های خارجی و زبان‌شناسی ، دانشگاه شیراز، شیراز، ایران
10.22132/tel.2024.431472.1547
چکیده
استفاده از فناوری‌ها برای یادگیری به کمک موبایل ممکن است راه‌های جدیدی برای تحقیق و آموزش در زمینه آموزش باز کند. اپلیکیشن SHAD (اپلیکیشن SHAD) فرزند مکتب کرونا در ایران است. استفاده از برنامه SHAD در آموزش ایرانی ممکن است بر سلامت روان و امنیت عاطفی فراگیران تأثیر بگذارد. حتی اگر برنامه SHAD برای آموزش دانش آموزان اعتبار داشته باشد، و حتی اگر تاب آوری تحصیلی (AR)، شناوری تحصیلی (AB)، خودکارآمدی (S-E) و لذت یادگیرنده (LE) همگی با بهزیستی تحصیلی مرتبط هستند. AW-B)، این حوزه مطالعه به خوبی بررسی نشده است. با توجه به این موضوع، تحقیق حاضر به بررسی یک مدل ساختاری بالقوه AR، AB، S-E، LE، و AW-B در میان دانش‌آموزانی که در دبیرستان‌های راهنمایی مشغول به تحصیل هستند، پرداخته است. در نتیجه، 391 دانش‌آموز در نظرسنجی‌های طراحی شده برای سنجش AR، AB، S-E، LE، و AW-B خود با استفاده از مقیاس تاب‌آوری تحصیلی (ARS)، مقیاس شناوری تحصیلی (ABS)، مقیاس خودکارآمدی (S-ES) شرکت کردند. ، مقیاس لذت زبان خارجی (FLES) و پرسشنامه بهزیستی تحصیلی (AW-BQ). با توجه به نتایج مدل‌سازی معادلات ساختاری (SEM)، تاب‌آورترین و شناورترین دانش‌آموزان نیز کسانی بودند که بالاترین LE و AW-B را داشتند. علاوه بر این، S-E در افزایش لذت و موفقیت در طول آموزش آنلاین مفید است.
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دوره 19، شماره 1
دی 1403
صفحه 473-514

  • تاریخ دریافت 28 آذر 1402
  • تاریخ بازنگری 26 فروردین 1403
  • تاریخ پذیرش 19 شهریور 1403