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.

Downloads

Não há dados estatísticos.

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.

Referências

BANDURA, A. Social cognitive theory of self-regulation. Organizational Behavior & Human Decision Processes, 50, 248-287. 1991.

BIGGS, J. B. Approaches to the enhancement of tertiary teaching. Higher education research and development, 8(1), 7-25.‏1989.

BOEKAERTS, M. Self-regulated learning: Where we are today. International journal of educational research, 31(6), 445-457. 1989.‏

BURNS, A. A holistic approach to teaching speaking in the language classroom. In: Linguistic Symposium, University of Stockholm, Stockholm, 2012.‏

CRANTON, P. Professional development as transformative learning: New perspectives for teachers of adults. San Francisco: Jossey Bass. 1996.

D'AMATO, L. G.; KRASNY, M. E. Outdoor adventure education: Applying transformative learning theory to understanding instrumental learning and personal growth in environmental education. The Journal of environmental education, 42(4), 237-254. 2011.

DARLING-HAMMOND, L.; BRANSFORD, J. (Eds.). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons. 2007.‏

DARR, C. Five questions worth asking about self-regulated learners. SET Research Information for Teachers, 2, 32-33. 2005.

DIGNATH, C.; BUETTNER, G.; LANGFELDT, H. P. How can primary school students learn self-regulated learning strategies most effectively: A meta-analysis on self-regulation training programmers. Educational Research Review, 3(2), 101-129. 2008.‏

DONOVAN, N. J.; KENDALL, D. L.; YOUNG, M. E.; ROSENBEK, J. C. The communicative effectiveness survey: preliminary evidence of construct validity. 2008.‏

ELIAS, D. It's time to change our minds: An introduction to transformative learning. ReVision, 20(1), 2-7. 1997.‏

FISHER-YOSHIDA, B.; GELLER, K. D.; SCHAPIRO, S. A. Introduction: New dimensions in transformative education. In: Bill Fisher-Yoshida, Keith D. Geller, and Sarah A. Schapiro (Eds.), Innovations in transformative learning: Space, culture, and the arts. New York, NY: Peter Lang. 2009.

HOLEC, H. Autonomy and foreign language learning. 1979.

ILLERIS, K. Transformative learning and identity. Journal of Transformative Education, 12(2), 148-163. 2014.‏‏

JOHNSON, K. Language teaching and skill learning. Oxford: Blackwell. 1996.

MARSHALL, J. D.; SEARS, J. T.; LOUISE, A. A.; ROBERTS, A. P.; SCHUBERT, W. H. Turning points in curriculum: A contemporary American memoir (2nd ed.). Upper Saddle River, NJ: Pearson. 2007.

MEZIROW, J. Transformative learning as discourse. Journal of transformative education, 1(1), 58-63. 2003.‏

NELSON, D. B.; LOW, G. R. Emotional intelligence. Boston: Prentice Hall. 2011.‏

NITSCHKE, P.; MALVICINI, P. Drawing toward transformation and action in forgotten barrio: Cultivating a learning and planning community. Journal of Transformative Education 11(2): 127-144. 2013.

NOLAND, A.; RICHARDS, K. The Relationship among Transformational Teaching and Student Motivation and Learning. Journal of Effective Teaching, 14(3), 5-20. 2014.‏

PERRY, J. L.; HONDEGHEM, A. Building theory and empirical evidence about public service motivation. International public management journal, 11(1), 3-12. 2008.‏

PINTRICH, P. R.; SMITH, D. A. F.; GARCIA, T.; MCKEACHIE, W. J. Reliability and predictive validity of the motivated strategies for learning questionnaire (Mslq). Educational and Psychological Measurement. 1993.

POUNDER, J. S. Employing transformational leadership to enhance the quality of management development instruction. Journal of Management Development. 2003.‏

RÉVÉSZ, A. Working memory and the observed effectiveness of recasts on different L2 outcome measures. Language Learning, 62(1): 93-132. 2012.

SCHUNK, D. H. Goal setting and self-efficacy during self-regulated learning. Educational psychologist, 25(1), 71-86. 1990.‏

SLAVICH, G. M.; ZIMBARDO, P. G. Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational psychology review, 24(4), 569-608. 2012.‏

SYDORENKO, T.; SMITS, T. F. H.; EVANINI, K.; RAMANARAYANAN, V. Stimulated speaking environments for language learning: Insights from three cases. Computer Assisted Language Learning, 32: 17-48. 2019.

THORNBURY, S. AZ of ELT. Macmillan Educ. 2006.

TIMPERLEY, H. Building professional capability in school improvement. In: ACER Research Conference (pp. 40-43). 2012.‏

VERSTEGE, S.; PIJEIRA-DÍAZ, H. J.; NOROOZI, O.; BIEMANS, H.; DIEDEREN, J. Relations between students' perceived levels of self-regulation and their corresponding learning behavior and outcomes in a virtual experiment environment. Computers in Human Behavior, 100, 325-334. 2019.‏

WINNE P. H. Experimenting to bootstrap self-regulated learning. Journal of Educational Psychology, 89, 397–410. 1997.

XIAO, Y.; YANG, M. Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language learning. System, 81, 39-49. 2019.‏

ZARBAFIAN, A. The Effect of the Three Different Dimensions of Transformative Teaching on Iranian ILE Students: A Macro Study on Teaching Professionalism. Procedia-Social and Behavioral Sciences, 136, 288-292. 2014.‏

ZIMMERMAN, B. J. Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17. 1990.‏

ZIMMERMAN, E. Building leadership roles for teachers in art education. Journal of Art & Design Education, 16(3), 282-284. 1997.‏

ZIMMERMAN, B. J. Becoming a self-regulated learner. Theory into Practice, 41(2), 64-70. 2002.

ZIMMERMAN, B. J.; MOYLAN, A. R. Self-regulation: Where metacognition and motivation intersect. 2009.‏‏

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: 28 mar. 2024.

Artigos Semelhantes

Você também pode iniciar uma pesquisa avançada por similaridade para este artigo.