آگاهی فراشناختی از راهبردهای خواندن به‌عنوان میانجی متوالی بین خودکارآمدی خواندن، لذت بردن از خواندن و درک مطلب خواندن: مدل میانجیگری زنجیره‌ای

نوع مقاله : Original Article

نویسندگان

گروه زبان انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران

چکیده

درک مطلب خواندن مهارتی مهم برای زبان‌آموزان انگلیسی به عنوان زبان خارجی (EFL) است، اما پرورش این مهارت نیازمند روش‌های پیچیده و دربرگیری سطوح متعدد تأثیرات شناختی و عاطفی است. این مطالعه به فرآیندهایی می‌پردازد که در آن‌ها آگاهی فراشناختی از راهبردهای خواندن (MARS)، خودکارآمدی خواندن (RSE)، و لذت خواندن (RE) توسعه درک مطلب خواندنی را برای دانش‌آموزان EFL در ایران ترویج می‌دهند، از طریق ایجاد یک مدل SEM (مدل‌سازی معادلات ساختاری) جدید، داده‌ها از نمونه‌ای متشکل از ۶۰۰ زبان‌آموز EFL ایرانی با طراحی کمی جمع‌آوری شد که بر پایه پرسشنامه MARS، پرسشنامه RSE، پرسشنامه RE، و آزمون استاندارد درک مطلب خواندنی تکیه داشت. داده‌ها با AMOS نسخه ۲۴ و روش MLE (برآورد حداکثر درست‌نمایی) ثبت و تحلیل شدند. نتایج نشان داد که آگاهی فراشناختی واسطه معناداری در تأثیر خودکارآمدی بر درک مطلب خواندنی بود، در حالی که لذت خواندن تغییراتی در خودکارآمدی و نتایج درک مطلب ایجاد کرد. با توجه به نتایج، بحث بر سر برجستگی نهادینه‌سازی راهبردهای فراشناختی و جنبه‌های لذت در تمرین خواندن برای تأثیرگذاری بر درک مطلب خواندنی در محیط‌های آموزشی EFL ضروری است. مدل پیشنهادی مسیرهای روانشناختی کلیدی را برجسته می‌کند که از طریق آن‌ها باورها و عواطف زبان‌آموزان عملکرد را شکل می‌دهند و جهت‌گیری‌های عملی برای طراحی آموزش خواندن مبتنی بر راهبرد و تقویت‌کننده لذت در زمینه‌های EFL مشابه پیشنهاد می‌کند.

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