پیش بینی عملکرد تحصیلی دانش آموزان : نقش اضطراب در مهارت های سه گانه آموزش زبان انگلیسی(خواندن، شنیدن و نوشتن)

نویسندگان

دانشجوی دکترای روانشناسی تربیتی، گروه روانشناسی تریبیتی، دانشکده روانشناسی تریبیتی، دانشگاه سمنان، سمنان، ایران

چکیده

پژوهش حاضر با هدف پیش بینی عملکرد تحصیلی دانش آموزان در درس زبان انگلیسی بر اساس اضطراب در مهارت های سه گانه آموزش زبان انگلیسی صورت گرفت. طرح پژوهش از نوع همبستگی بود. از میان کلیه دانش‌ آموزان دختر شرکت کننده در موسسات و آموزشگاه‌های دخترانه زبان انگلیسی شکوه در سطح شهرهای ساری، قایمشهر، بابل، بابلسر و امیرکلا در دامنه سنی 13 تا 18 سال در ترم های سه ماهه تابستان و پاییز 1395، به روش نمونه گیری تصادفی چند مرحله ای، 545 زبان آموز انتخاب شدند. ابزار مورد استفاده در این پژوهش، پرسشنامه اضطراب صفت حالت اشپیلبرگر، مقیاس اضطراب شنیداری زبان خارجی، اضطراب خواندن زبان خارجی و اضطراب نوشتاری زبان دوم بوده و برای ارزیابی شاخص عملکرد تحصیلی نیز از نمرات پایان ترم زبان آموزان استفاده شده است. داده های بدست آمده با روش های آماری همبستگی پیرسون و تحلیل رگرسیون گام به گام مورد تجزیه و تحلیل قرار گرفت. یافته های این تحقیق نمایانگر وجود همبستگی بین اضطراب در مهارت های سه گانه آموزش زبان و عملکرد تحصیلی درس زبان انگلیسی بود. بر اساس نتایج رگرسیون گام به گام هر سه متغیر اضطراب زبان دارای قدرت پیش بینی کنندگی عملکرد تحصیلی هستند و این سه مولفه مجموعاً 25 درصد از تغییرات عملکرد تحصیلی در درس زبان را تبیین می‌کنند که با توجه به ضرایب بتا، اضطراب شنیداری بیشترین سهم را در پیش بینی عملکرد تحصیلی دارا بود. به منظور بهبود عملکرد تحصیلی درس زبان انگلیسی لازم است برنامه ریزی لازم در خصوص کنترل و کاهش اضطراب در انواع مهارت-های زبانی (خواندن، شنیدن و نوشتن) صورت پذیرد.

کلیدواژه‌ها


عنوان مقاله [English]

Predicting Students’ Academic Performance : The Role of Anxiety in Triple Skills (Reading , Listening and Writing) of English language Teaching

نویسندگان [English]

  • Galin Mahdinejad Gorji
  • Ali Mohammad Rezaei
  • Aliakbar Aminbeidokhti
  • Mohammad Ali Mohammadyfar
Ph.D student in Educational Psychology, Faculty of Psychology and Educational Sciences,Semnan University, Semnan, Iran.
چکیده [English]

The present research aims to predict students’ English language performance based on anxiety in triple skills (reading , listening and writing) of English language teaching. This was a descriptive correlational study .The statistical population included all the female students in the age range of 13 to 18 years old studying in Shokouh language institutes located in Sari, Ghaemshahr, Babol, Babolsar, and Amirkola in the summer trimester of 2016, out of which a sample of 545 language learners was selected through multi-stage cluster sampling. To collect the data, Spielberger State-Trait Anxiety Inventory , Foreign Language Listening Anxiety Scale, Foreign Language Reading Anxiety Scale and Second Language Writing Anxiety Inventory were used and to assess students’ English academic performance , their final scores was used. Pearson correlation and stepwise regression analysis were employed to analyze the data .Findings indicated the correlation between anxiety in three types of language skills and academic performance. Based on the results of step-wise regression analysis, the three types of linguistic skills had predictive power for academic performance and these three variables explained 25 percent of the changes of academic performance in the language lesson. Given the Betta coefficients, listening anxiety had the highest predictive power for academic performance. The practical implications of the present research indicate that necessary plans should be employed to control and decrease the anxiety in different language skills

کلیدواژه‌ها [English]

  • Academic performance
  • English language Skills
  • Reading Anxiety
  • Listening anxiety
  • Writing Anxiety
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