پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 158 |
| تعداد شماره‌ها | 6,230 |
| تعداد مقالات | 67,757 |
| تعداد مشاهده مقاله | 115,113,084 |
| تعداد دریافت فایل اصل مقاله | 89,877,025 |
اهمال‌کاری زبان‌آموزان از دیدگاه معلمان ایرانی زبان انگلیسی | ||
| پژوهشهای زبانشناختی در زبانهای خارجی | ||
| دوره 12، شماره 1، فروردین 1401، صفحه 15-30 اصل مقاله (550.65 K) | ||
| نوع مقاله: علمی پژوهشی(عادی) | ||
| شناسه دیجیتال (DOI): 10.22059/jflr.2021.328577.875 | ||
| نویسندگان | ||
| صابر خوئی اسکوئی1؛ سعیده آهنگری* 2؛ زهره سیفوری3 | ||
| 1دکترای آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات فارسی و زبانهای خارجی، دانشگاه آزاد اسلامی، واحد تبریز، تبریز، ایران | ||
| 2استادیار آموزش زبان انگلیسی نویسنده مسئول، گروه زبان انگلیسی، دانشکده ادبیات فارسی و زبانهای خارجی، دانشگاه آزاد اسلامی، واحد تبریز، تبریز، ایران | ||
| 3دانشیار آموزش زبان انگلیسی گروه زبان انگلیسی، دانشکده ادبیات فارسی و زبانهای خارجی، دانشگاه آزاد اسلامی، واحد تبریز، تبریز، ایران | ||
| چکیده | ||
| تأخیر در انجام مسئولیت‌ها و وظایف محوله در کلاسهای زبان پدیده‌ایست که اکثر معلمان با آن روبرو شده‌اند. تمایل زبان‌آموزان برای به تعویق انداختن انجام امور می‌تواند در موقعیت‌ها و به دلایل مختلفی رخ دهد. مطالعه حاضر دلایل چنین تأخیرهایی، که اهمال‌کاری نامیده می‌شود، را از طریق مصاحبه با معلمان زبان انگلیسی بررسی نموده است. در طی فرآیند مصاحبه شبه سازمان یافته، 23 معلم نظرات خود را در مورد علل اهمال‌کاری زبان‌آموزان بیان کردند. تجزیه و تحلیل داده‌ها بر اساس روش نظریه داده‌بنیاد و کدگذاری سه مرحله‌ای باز، انتخابی و نظریه‌ای منجر به پدیدار شدن «رفتار تأخیری» به عنوان طبقه هسته گردید که شرایطی که تحت آن زبان‌آموزان اغلب مرتکب اهمال‌کاری می‌شوند، از جمله مطالعه برای امتحان، تحویل تکالیف و یادگیری املای صحیح کلمات را در بر می‌گرفت. جمع‌آوری و تجزیه و تحلیل اطلاعات بیشتر نشان داد که اهمال‌کاری زبان‌آموزان می‌تواند به دلایل درونی مانند ویژگی‌های عاطفی و شناختی، مسایل مبتنی بر شایستگی و شرایط روحی و جسمی آنان و دلایل بیرونی مانند کیفیت فعالیت و ویژگی‌های محیطی نسبت داده شود. نتایج این مطالعه می‌تواند برای معلمان زبان انگلیسی و طراحان برنامه‌های درسی در راستای افزایش آگاهی آنها در مورد دلایل اهمال‌کاری زبان‌آموزان و فرآهم‌آوری منابع اطلاعاتی لازم جهت طراحی استراتژی‌های مناسب برای کاهش اهمال‌کاری بی‌مورد آنان مفید باشد. | ||
| کلیدواژه‌ها | ||
| اهمال‌کاری؛ رفتار تأخیری؛ زبان‌آموزان؛ معلمان زبان‌انگلیسی؛ نظریه داده‌بنیاد | ||
| عنوان مقاله [English] | ||
| Iranian EFL Teachers’ Perceptions regarding Language Learners’ Procrastination | ||
| نویسندگان [English] | ||
| Saber Khooei-Oskooei1؛ Saeideh Ahangari2؛ Zohreh Seifoori3 | ||
| 1Ph.D. in ELT, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| 2Assistant Professor of ELT, Corresponding Author, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| 3Associate Professor of ELT, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| چکیده [English] | ||
| Delaying in doing responsibilities and tasks assigned in language classes is a phenomenon that most of teachers have observed. Language learners’ tendency to put off doing things can take place in different situations and for various reasons. The present study investigated the reasons for such deferments, called procrastination, through interviewing EFL teachers. During a semi-structured interview process, 23 teachers expressed their opinions regarding the causes of language learners’ procrastination. The analysis of the data based on grounded theory methodology and their coding in three phases of open, selective, and theoretical coding led to the emergence of Dilatory Behavior as the core category which covered the situations in which language learners mostly procrastinate such as studying for examination, delivery of assignments, and acquisition of correct spelling. Further data collection and analysis revealed that language learners’ procrastination could be attributed to internal factors such as affective and cognitive characteristics, competence-based issues, and mental and physical conditions as well as external factors such as task quality and context features. The results of this study can be useful for EFL teachers and curriculum developers in raising their awareness regarding the potential causes of language learners’ procrastination and supplying them with the necessary information needed for devising appropriate strategies to reduce language learners’ undue procrastination. | ||
| کلیدواژه‌ها [English] | ||
| Procrastination, Dilatory Behavior, Language Learners, EFL Teachers, Grounded Theory | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Abramowski, A. (2018). Is procrastination all that “bad”? A qualitative study of academic procrastination and self-worth in postgraduate university students. Journal of Prevention and Intervention in the Community, 46(2), 158-170.
Babadogan, C. (2010). The impact of academic procrastination behaviors of the students in the certificate program in English language teaching on their learning modalities and academic achievements. Procedia Social and Behavioral Sciences, 2, 3263-3269.
Bazerman, M. H., Tenbrunsel, A. E., & Wade-Benzoni, K. (1998). Negotiating with yourself and losing: Making decisions with competing internal preferences. Academy of Management Review, 23(2), 225-241.
Bekleyen, N. (2017). Understanding the academic procrastination attitude of language learners in Turkish universities. Educational Research and Reviews, 12(3), 108-115.
Burka, J. B., & Yuen, L. M. (2008). Procrastination: Why you do it, what to do about it now (2nd ed.). Cambridge: Da Capo Press.
Chang, H. K. (2014). Perfectionism, anxiety and academic procrastination: The role of intrinsic and extrinsic motivation in college students (Master’s thesis). California State University, California, USA.
Charmaz, K. (2014). Constructing grounded theory (2nd ed.). London: Sage.
Creswell, J. W., & Guetterman, T. C. (2021). Educational research: planning, conducting, and evaluating quantitative and qualitative research (6th ed.). New York: Pearson.
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design choosing among five approaches (4th ed.). Los Angeles: Sage.
Dittrich, W. H., & Johansen, T. (2013). Cognitive deficits of executive functions and decision-making in obsessive-compulsive disorder. Scandinavian Journal of Psychology, 54(5), 393-400.
Dornyei, Z., & Ryan, S. (2015). The psychology of language learner revisited. New York: Routledge.
Fernie, B. A., Kopar, U. Y., Fisher, P. L., & Spada, M. M. (2018). Further development and testing of the metacognitive model of procrastination: Self-reported academic performance. Journal of Affective Disorders, 240(1), 1-5.
Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14(5), 449-468.
Funder, D. C. (2008). Persons, situations, and person-situation interactions. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 568-580). New York: The Guilford Press.
Glaser, B. G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley: Sociology Press.
Glaser, B. G. (1998). Doing grounded theory: Issues and discussion. California: Sociology Press.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine De Gruyter.
Grunschel, C., Patrzek, J., Klingsieck, K. B., & Fries, S. (2018). “I’ll stop procrastinating now” fostering specific processes of self-regulated learning to reduce academic procrastination. Journal of Prevention and Intervention in the Community, 46(2), 143-157.
Gubrium, J. F., Holstein, J. A., Marvasti, A. B., & McKinney, K. D. (2012). The Sage handbook of interview research: The complexity of the craft (2nd ed.). Los Angeles: Sage.
Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and the dark side of motivation. Psychology of Sport and Exercise, 16(3), 26-36.
Heshmatifar, Z., Amirian, S. M., Zareian, G., & Davoudi, M. (2018). A qualitative investigation of factors affecting a preparation course for MSRT: A grounded-theory. Journal of Foreign Language Research, 8(1), 27-56.
Kandemir, M. (2014). Reasons of academic procrastination: Self- regulation, academic self-efficacy, life satisfaction and demographics variables. Procedia - Social and Behavioral Sciences, 152, 188-193.
Kelle, U. (2019). The status of theories and models in grounded theory. In A. Bryant & K. Charmaz (Eds.), The SAGE handbook of current developments in grounded theory (pp. 68-88). Los Angles: Sage.
Khooei-Oskooei, S., Ahangari, S., & Seifoori, Z. (2021). Procrastination in language learning process: A constructive strategy or merely a destructive time loss? The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 9(1), 247-264.
Klassen, R. M., Ang, R. P., Chong, W. H., Krawchuk, L. L., Huan, V. S., Wong, I. Y., & Yeo, L. S. (2010). Academic procrastination in two settings: Motivation correlates, behavioral patterns, and negative impact of procrastination in Canada and Singapore. Applied Psychology, 59(3), 361-379.
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33(4), 915-931.
Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34.
Kormanik, M. B., & Rocco, T. S. (2009). Internal versus external control of reinforcement: A review of the locus of control construct. Human Resource Development Review, 8(4), 463-483.
Meston, C. N., & Ng, S. L. (2012). A grounded theory primer for audiology. Seminars in Hearing, 33(4), 434-436.
Milgram, N., Marshevsky, S., & Sadeh, C. (1995). Correlates of academic procrastination: Discomfort, task aversiveness, and task capability. The Journal of Psychology, 129(2), 145-155.
Nordby, K. (2020). Student procrastination: Measurement, reduction and environmental factors (Doctoral dissertation). The Arctic University, Norway.
Onwuegbuzie, A. J., & Jiao, Q. G. (2000). I’ll go to the library later: The relationship between academic procrastination and library anxiety. College and Research Libraries, 61(1), 45-54.
Ozer, B. U., Demir, A., & Ferrari, J. R. (2009). Exploring academic procrastination among Turkish students: Possible gender differences in prevalence and reasons. The Journal of Social Psychology, 149(2), 241-257.
Pychyl, T. A. (2011). Agency, responsibility and autonomy: An existential perspective on procrastination as self-regulation failure. Paper presented at the 7th Biennial conference on Counseling the Procrastinator in the Academic Context, Amsterdam.
Sari, S., Khoshsaligheh, M., & Hashemi, M. (2013). A descriptive study of the English translation process of Iranian novice translators. Journal of Foreign Language Research, 2(2), 43-64.
Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135(5), 607-619.
Sims, C. M. (2014). Self-regulation coaching to alleviate student procrastination: Addressing the likeability of studying behaviors. International Coaching Psychology Review, 9(2), 147-164.
Smith, M. M., Sherry, S. B., Saklofske, D. H., & Mushqaush, A. R. (2017). Clarifying the perfectionism-procrastination relationship using a 7-day, 14-occasion daily diary study. Personality and Individual Differences, 112, 118-123.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94.
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36-46.
Tice, D. M., & Baumeister, R. F. (1997). Longitudinal study of procrastination, performance, stress, and health: The costs and benefits of dawdling. Psychological Science, 8(6), 454-458.
Van Eerde, W., & Venus, M. (2018). A daily diary study on sleep quality and procrastination at work: The moderating role of trait self-control. Frontiers in Psychology, 9(1), 1-9.
Zhang, S., & Feng, T. (2020). Modeling procrastination: Asymmetric decisions to act between the present and the future. Journal of Experimental Psychology: General, 149(2), 311-322.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (p. 13-39). San Diego: Academic Press. | ||
|
آمار تعداد مشاهده مقاله: 496 تعداد دریافت فایل اصل مقاله: 666 |
||
