تقويت يادگيري خودتنظيمي زبان‌آموزان ايراني: بررسي تاثير خودسنجي و همسال‌سنجي در مهارت نگارش در زبان دوم

Fostering Self-regulated Learning of Iranian EFL Students: An investigation of the Effect of Self and Peer Assessment in L2 Writing

خود-تنظيمي به عنوان توانايي افراد در تنظيم و هدايت احساسات، عواطف، افكار و رفتارخود و يادگيري مفهومي است كه در روانشناسي تربيتي و آموزش توجه زيادي را به خود جلب كرده است. هدف از پژوهش حاضر بررسي اثربخشي دو روش خودسنجي و همسال‌سنجي در يك دوره آموزش مهارت نوشتاري در بهبود يادگيري خود-تنظيمي بوده است. بدين منظورهفتاد و نه زبان آموز با مهارت زباني متوسط در قالب سه كلاس دست نخورده در اين مطالعه شركت نمودند. يكي از كلاسها به عنوان گروه خودسنجي، كلاس ديگر گروه همسال‌سنجي و گروه سوم هم به عنوان گروه كنترل كه در آن سنجش توسط خود معلم انجام مي شد در نظر گرفته شد. پس از انجام مداخله و آموزش مربوط به هر گروه وبا توجه به نمرات پيش آزمون و پس آزمون هر سه گروه در آزمون يادگيري خود-تنظيمي، نتايج تحليل كوواريانس نشان داد كه خود-سنجي و همسال‌سنجي تاثير مثبتي بر افزايش ميزان يادگيري خودتنظيمي داشتند. بررسي بيشتر داده ها بيانگر اين بود كه تفاوت معني داري بين گروه خودسنجي و همسال‌سنجي وجودنداشت.

Defined as people's ability to regulate and direct their feelings, thoughts, and behaviors, self-regulated learning is a concept in psychology, which has attracted considerable attention and has gained much popularity in English Language Teaching recently. On the other hand, given the paradigm shift in language testing (Gipps,1994), the pendulum of teacher testing and teacher assessment has swung back to self-assessment and peer-assessment as two means of realizing the goals of educational assessment and learner-centered education. The purpose of the current study was to investigate the effectiveness of practicing self- and peerassessment in a course of writing in enhancing self-regulated learning. In so doing, seventy nine intermediate Iranian EFL students in the form of three intact classes at Islamic Azad University participated in this study. One of the classes was considered as the self-assessment group, the other class was assigned to peerassessment group and the third class was assigned as the control group of the study. After the conduction of the study and the related intervention and treatment in each group, the scores of the students in the three groups on the pre-test and post-test of self-regulated learning were taken into account. The analyses of covariance revealed that self-assessment and peer-assessment practices had a positive impact on students' level of self-regulated learning . Further analysis indicated that there was not statistically significant difference between the self-assessment and peerassessment groups in terms of self-regulation. The findings offer theoretical and pedagogical implications for those involved in foreign language education.