نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه زبان و ادبیات انگلیسی دانشگاه مازندران، بابلسر، ایران.

2 استادیار گروه زبان و ادبیات انگلیسی دانشگاه شهید چمران اهواز، اهواز، ایران.

چکیده

روش تدریس کوانتومی رویکردی آموزشی است که بر مشارکت فعال، تفکر انتقادی و یادگیری عمیق مطالب تأکید می‌کند. اخیراً، تدریس کوانتومی به‌عنوان روشی محبوب برای بهبود نتایج یادگیری در دنیای آموزش رواج یافته است. به همین منظور، این مطالعه با هدف ارزیابی تأثیر تدریس کوانتومی بر خودکارآمدی نوشتاری، با تمرکز بر نگرش زبان‌آموزان انجام گرفت. در این تحقیق، 95 فراگیر ایرانی با سطح متوسط زبان انگلیسی شرکت کردند که به دو گروه آزمایش (47 نفر) و گواه (48 نفر) تقسیم شدند. قبل از شروع مداخله، هر دو گروه پرسشنامه خودکارآمدی نوشتاری را به‌عنوان پیش‌آزمون دریافت کردند. سپس در گروه آزمایش، تدریس نوشتار مبتنی بر روش کوانتومی انجام شد در حالی که گروه گواه آموزش معمولی دریافت کردند. پس از پایان مداخله، دو گروه پرسشنامه خودکارآمدی نوشتاری را به‌عنوان  پس‌آزمون تکمیل کردند. همچنین، 20 نفر از اعضای گروه آزمایش در مصاحبه‌های نیمه‌ ساختاریافته شرکت کردند. نتایج تحلیل کوواریانس نشان داد که روش آموزش کوانتومی تأثیرمثبتی بر خودکارآمدی نوشتاری دارد. نتایج تحلیل محتوایی نیز پنج مضمون شامل افزایش اعتماد به نفس، بهبود مهارت‌های نوشتاری، تجربیات مثبت در یادگیری، یادگیری شخصی‌سازی شده و احتمال ماندگاری بلندمدت را به‌عنوان عوامل مؤثر در روش آموزش کوانتومی برای ارتقای خودکارآمدی نوشتاری را نشان داد. بر اساس این نتایج، معلمان زبان می‌توانند از روش تدریس کوانتومی به‌عنوان یک ابزار مؤثر برای ارتقای خودکارآمدی نوشتاری زبان‌آموزان بهره‌ ببرند

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Quantum Teaching Method and EFL Learners’ Writing Self-Efficacy: Learners’ Perceptions in Focus

نویسندگان [English]

  • Zahra Ahmadpour 1
  • Zohre Gooniband Shooshtari 2

1 Assistant Professor of Language and Literature Department, University of Mazandaran, Mazandaran, Iran.

2 Associate Professor of Language and Literature Department, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

چکیده [English]

The Quantum Teaching Method (QTM) is an approach that emphasizes active student engagement, critical thinking, and a deep understanding of subject matter. This method has been gaining popularity in recent years as a way to enhance student learning outcomes. Accordingly, this study aimed at exploring the effect of QTM on EFL learners’ writing self-efficacy while focusing on learners’ perceptions. The participants comprised 95 Iranian intermediate EFL learners who were placed into two groups. The first group consisting of 47 learners was assigned to the experimental group and another group comprising 48 learners was regarded as the control group. Prior to treatment, a writing self-efficacy questionnaire was administered to both groups as pretest. Next, the experimental group was exposed to QTM for writing instruction while the control group received conventional writing instruction. After treatment, both groups took the writing self-efficacy questionnaire as posttest. Moreover, 20 participants from the experimental group took part in semi-structured interviews. The results of One-way ANCOVA indicated that QTM positively affected EFL learners’ writing self-efficacy. The results of qualitative analysis revealed five themes including increased confidence, improved writing skills, positive learning experiences, personalized learning, and possible long-term effect as the effective factors embedded in QTM for improving EFL learners’ writing self-efficacy. Based on the results, EFL teachers are encouraged to employ QTM to enhance learners’ writing self-efficacy

کلیدواژه‌ها [English]

  • Writing self-efficacy
  • quantum teaching method
  • EFL writing
  • EFL learners’ percptions
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