Análise teórica da autorregulação da motivação dos aprendentes de ILE para falar com base na abordagem transformativa

Autores

DOI:

https://doi.org/10.29051/el.v7iesp.4.15652

Palavras-chave:

Aprendizagem de autorregulação, Abordagem transformativa, Fala, Alunos de ILE

Resumo

Este estudo investigou o impacto da abordagem instrucional transformativa em falar nas motivações de alunos de ILE para falar. Para tanto, participaram do estudo 62 alunos do sexo masculino e feminino de inglês como língua estrangeira (ILE) em um instituto de línguas no Irã. O estudo durou dois meses em sala de aula. Os participantes foram expostos a uma abordagem instrucional transformativa e sua motivação foi investigada seguindo as práticas relevantes. Este estudo adotou uma abordagem de métodos mistos para coleta de dados, bem como análise de dados, que oferece uma visão mais rica e profunda dos resultados. Para medir o desenvolvimento da fala dos alunos antes e depois do tratamento, o Teste Preliminar de Inglês foi implementado. Os resultados verificaram o valor da abordagem de ensino transformativa no aprimoramento da habilidade de fala. Além disso, os resultados deste estudo sugerem que as condições de ensino, particularmente a abordagem transformativa, melhoram os comportamentos autorregulados dos alunos quando eles assumem responsabilidade por sua aprendizagem.

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Biografia do Autor

Sahar Ahmadpour, Islamic Azad University, Bonab

Ph.D. Candidate of TEFL, Department of English Language.

Hassan Asadollahfam, Islamic Azad University, Bonab

Assistant Professor of TEFL, Department of English Language.

Davud Kuhi, Islamic Azad University, Maragheh

Assistant Professor of TEFL, Department of English Language.

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Publicado

10/11/2021

Como Citar

AHMADPOUR, S.; ASADOLLAHFAM, H.; KUHI, D. Análise teórica da autorregulação da motivação dos aprendentes de ILE para falar com base na abordagem transformativa. Revista EntreLinguas, Araraquara, v. 7, n. esp.4, p. e021095, 2021. DOI: 10.29051/el.v7iesp.4.15652. Disponível em: https://periodicos.fclar.unesp.br/entrelinguas/article/view/15652. Acesso em: 15 ago. 2022.