Motivational and Learning Strategies of Iranian EFL LearnersExposed to an E-Learning Program مقالة

مؤلف: باقری، محمد صادق ؛ یمینی، مرتضی ؛ ریاضی، عبدالمهدی ؛

Teaching English as a Second Language Quarterly Fall 2009, Volume 1 - Number 1 ، العلمية - البحثية (Ministry of Science/ISC (‎36 صفحة - من 1 إلی 36 )

الکلمات المفتاحية: learning Motivation learning strategies self regulation Volition EFL Iran Iranian

خلاصة:

The purpose of this study was to expose a group of Iranian students to an e-Learning program and find out the effects of this exposure on their learning and motivation strategies. This study made an attempt to evaluate the degree of strategy use in both traditional and e-Learning modes of learning. Moreover، the effects of the e-Learning program of the participants of the study on learning strategies، motivation and volition regarding sex، age، educational degree and internet literacy were sought. The data for this study were collected from 100 Iranian EFL students (62 females and 38 males) who were exposed to an e-Learning class for a period of two months. The students were mostly mature and educated studying at university or holding a degree. This study used a translated and modified version of the MSLQ (Motivated Strategies for Learning Questionnaire)، a volitional questionnaire، a demography questionnaire and a series of interviews with the students and teachers involved in this research. Regarding the theoretical framework of the study، self-regulation was adopted. The data were analyzed both quantitatively and qualitatively to find out the changes the students might undergo moving from conventional mode of learning to e-Learning and get some insights for prospective e-Learning programs in Iran.

ملخص الجهاز:

This study used a translated and modified version of the MSLQ (Motivated Strategies for Learning Questionnaire), a volitional questionnaire, a demography questionnaire and a series of interviews with the students and teachers involved in this research. 112-113) d) mind-wandering avoidance e) involving self-belief f) giving up Motivation regulation a) self-reward b) positive outcome thinking c) negative outcome thinking d) intrinsic interest: task value / learning goal / interest e) other motivation regulation statements f) self-efficacy statements Affect regulation a) studying can be fun b) learning by fear c) relaxation d) test anxiety Behavioral regulation a) nutrition b) need for sleep Physical conditions Self- instruction statements a) reminding b) rule of life principles c) self-reinforcement task value strengthening Volition strategies Covert processes of self-control Cognition control a) attention control b) encoding control c) information processing control Emotion control Motivation control a)incentive escalation b) attribution/self - reinforcement c) self- instruction Overt processes of self-control Environmental control a) task control b) setting control Control of others a) peer control b) teacher control/assist ance 1. Motivation, learning styles and learning strategies as well as volitional strategies which are all the components of self-regulation frame have been studied by different researchers. Finally, the means show that except for critical thinking, time and place of study, effort regulation and help seeking, which have declined slightly, the other learning strategies have been employed more often in the post-test. 5. Discussion Concerning the first research hypothesis, Table 3 reveals that there is no statistical difference between the participants’ use of overall learning strategies in both pre- and post-tests.

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