Teburin Abubuwan Ciki
60
Mahalarta
Matsakaici
Amfani da Dabarun
Mai Girma
Matakin Ƙarfafawa
Ƙasa da Matsakaici
Aikin Fahimta
1. Gabatarwa
Fahimtar karatu tana ɗaya daga cikin mahimman ƙwarewar ilimi a manyan makarantu, musamman ga ɗaliban EFL a Saudiyya. Binciken ya magance ƙalubalen da ba a warware ba na rashin haɓaka ƙwarewar karatu a tsakanin ɗaliban Saudiyya, kamar yadda sakamakon gwajin duniya na TOEFL iBT da IELTS suka nuna. Wannan binciken yana nazarin rikitacciyar alaƙa tsakanin dabarun karatun metacognitive, ƙarfafawar karatu, da aikin fahimtar karatu a cikin yanayin da ke da iyakataccen al'adun karatu da fallasa.
2. Hanyar Bincike
2.1 Tsarin Bincike
Binciken ya yi amfani da hanyoyin bincike na siffantawa da haɗin kai don nazarin alaƙa tsakanin masu canji. Wannan hanyar haɗa hanyoyin ta ba da damar auna ƙididdiga da kuma fahimtar yanayin abin da ake bincike.
2.2 Mahalarta
Binciken ya ƙunshi ɗaliban kolejin Saudiyya 60 da aka zaɓa ba da gangan ba na EFL daga wata kwalejin masana'antu ta gwamnati da ke da maza kawai a Saudiyya. Hanyar samfurin ta tabbatar da tattara bayanai masu wakiltar mutanen da ake nufi.
2.3 Kayan Tattara Bayanai
Tattara bayanai ya yi amfani da kayan aikin da aka daidaita ciki har da Binciken Dabarun Karatu (SORS) don wayar da kan metacognitive, ma'aunin ƙarfafawa don tantance haɗakar karatu, da gwaje-jen fahimtar karatu waɗanda suka dace da buƙatun rubutun ilimi.
3. Sakamako da Bincike
3.1 Amfani da Dabarun Karatun Metacognitive
Bincike ya nuna amfani mai matsakaici na dabarun karatun metacognitive a tsakanin mahalarta. Daga cikin rukunan dabarun guda uku - Dabarun Karatun Duniya (GLOB), Dabarun Magance Matsaloli (PROB), da Dabarun Taimakon Karatu (SUP) - Dabarun Magance Matsaloli sun fito a matsayin rukunin da aka fi amfani da shi akai-akai.
3.2 Matakan Ƙarfafawar Karatu
Mahalarta sun nuna babban ƙwazo don karatu, tare da fifikon musamman na littattafan ban dariya/ban dariya. Wannan binciken ya saba wa zato na gama gari cewa ɗaliban EFL na Saudiyya ba su da ƙarfafawar karatu, yana nuna maimakon haka ƙarfafawa na iya zama na musamman ga abun ciki maimakon gaba ɗaya.
3.3 Aikin Fahimtar Karatu
Duk da amfani da dabarun matsakaici da babban ƙwazo, mahalarta sun yi ƙasa da matsakaici a gwaje-jen fahimtar karatu. Wannan gibin aikin yana nuna rikitaccen fahimtar karatu a matsayin tsari na fahimi wanda ya ƙunshi abubuwa masu yawa waɗanda ke hulɗa da juna.
3.4 Binciken Haɗin Kai
Binciken ƙididdiga ta amfani da gwajin t-test ya nuna babu wata alaƙa mai mahimmanci tsakanin dabarun karatun metacognitive da aikin fahimtar karatu. Hakazalika, ba a sami wata alaƙa tsakanin sha'awar karatu/ƙarfafawa da fahimtar karatu ba. Duk da haka, an gano alaƙa mai kyau tsakanin dabarun karatu da ƙarfafawar karatu.
4. Tattaunawa
Binciken ya gabatar da wani sabon abu: yayin da ɗalibai ke nuna wayar da kan su da amfani da dabarun metacognitive kuma suna nuna ƙarfafawar karatu, waɗannan abubuwan ba sa juyawa zuwa ingantaccen aikin fahimta. Wannan yana ƙalubalantar ƙa'idodin ilimi da suka kafa waɗanda suka tsara kai tsaye alaƙa tsakanin waɗannan masu canji. Yanayin ilimi na Saudiyya, tare da halayensa na al'adu da harshe na musamman, na iya buƙatar hanyoyin koyarwa na musamman waɗanda ke lissafta waɗannan alaƙolin da ba a zata ba.
5. Tsarin Fasaha
Binciken ya yi amfani da hanyoyin binciken ƙididdiga ciki har da ma'auni na haɗin kai da gwaje-jen t don nazarin alaƙa tsakanin masu canji. Tsarin lissafi don binciken haɗin kai ana iya wakilta shi kamar haka:
$r_{xy} = \frac{\sum_{i=1}^{n}(x_i - \bar{x})(y_i - \bar{y})}{\sqrt{\sum_{i=1}^{n}(x_i - \bar{x})^2\sum_{i=1}^{n}(y_i - \bar{y})^2}}$
Inda $r_{xy}$ ke wakiltar ma'aunin haɗin kai tsakanin masu canji x da y, $x_i$ da $y_i$ maki bayanai ne na mutum ɗaya, kuma $\bar{x}$ da $\bar{y}$ ma'anar masu canjin da suka dace ne.
6. Sakamakon Gwaji
Tsarin gwaji ya haifar da manyan bincike guda uku waɗanda suka saba wa binciken da aka yi a wasu yanayi:
- Babu wata alaƙa mai mahimmanci tsakanin amfani da dabarun metacognitive da aikin fahimta
- Babu wata alaƙa mai mahimmanci tsakanin ƙarfafawar karatu da aikin fahimta
- Alaƙa mai kyau tsakanin amfani da dabarun metacognitive da ƙarfafawar karatu
Waɗannan sakamakon suna nuna cewa a cikin yanayin EFL na Saudiyya, alaƙar tsakanin abubuwan fahimi da sakamakon karatu yana aiki daban da na yanayin ilimi na Yamma.
7. Tsarin Bincike
Binciken ya yi amfani da cikakken tsarin bincike wanda ke nazarin masu canji da yawa lokaci ɗaya. Ana iya ganin tsarin a matsayin samfurin alaƙar triangular:
Dabarun Metacognitive ←→ Ƙarfafawar Karatu
↓
Fahimtar Karatu
Wannan samfurin yana kwatanta yanayin haɗin kai na masu canji yayin da yake nuna rashin tasiri kai tsaye ga sakamakon fahimta da ba a zata ba.
8. Aikace-aikacen Gaba
Bincike na gaba ya kamata ya bincika hanyoyi masu yawa masu ban sha'awa:
- Nazarin dogon lokaci wanda ke bin ci gaban dabarun akan lokaci
- Nazarin shiga tsakani wanda ke gwada takamaiman hanyoyin koyarwa
- Kwatanta al'adu da sauran yanayin Larabci na EFL
- Haɗa dandamalin karatun dijital da fasahohin koyo masu dacewa
- Binciken alaƙar jijiyoyi ta amfani da hanyoyin fMRI da EEG
9. Nassoshi
- Meniado, J. C. (2016). Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students. English Language Teaching, 9(3), 117-129.
- Alsamadani, H. A. (2001). The relationship between Saudi EFL college-level students' use of reading strategies and their EFL reading comprehension. Ohio University.
- Al-Jarf, R. S. (2007). Teaching reading comprehension to ESL/EFL learners. The Reading Matrix, 7(2), 34-41.
- Educational Testing Service. (2014). Test and Score Data Summary for TOEFL iBT Tests.
- International English Language Testing System. (2014). IELTS Test Taker Performance.
- Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Hankalin Manazarcin: Sabon Abun Karatun EFL na Saudiyya
Asali Hankali
Wannan binciken ya ba da wani babban bayani wanda ke ƙalubalantar koyarwar EFL da aka kafa: a cikin yanayin Saudiyya, ba dabarun metacognitive ko ƙarfafawar karatu ba su kai tsaye zuwa ribar fahimta. Binciken ya fallasa abin da nake kira "Sabon Abun Karatun EFL na Saudiyya" - ɗalibai suna nuna wayar da kan dabarun da ƙarfafawa duk da haka sun kasa cimma daidai sakamakon fahimta. Wannan binciken ya saba wa ayyukan tushe na Flavell (1979) akan metacognitive kuma yana raunana hikimar gama gari a ka'idar samun harshe na biyu.
Matsala ta Hankali
Hanyar binciken ta bi tsarin haɗin kai mai tsauri wanda ke rushe alaƙar da ake zato a tsarin. Ci gaban bayanai ya nuna labari mai gamsarwa: amfani da dabarun matsakaici (dabarun PROB sun fi rinjaye) + babban ƙwazo (musamman don ban dariya/ban dariya) ≠ ingantaccen fahimta. Binciken ƙididdiga ta amfani da gwaje-jen t yana ba da ƙaƙƙarfan shaida cewa waɗannan masu canji suna aiki da kansu a cikin wannan takamaiman yanayin al'adu-harshe. Alaƙa mai kyau tsakanin dabarun da ƙarfafawa yana nuna cewa waɗannan abubuwan suna ƙarfafa juna amma sun kasance cire daga ainihin aikin fahimta.
Ƙarfi & Kurakurai
Ƙarfi: Zaɓin samfurin binciken daga kwalejin masana'antu yana ba da ingantaccen bayanai daga yanayin EFL na sana'a wanda aka yi watsi da shi sau da yawa a cikin bincike. Hanyar haɗa hanyoyin da kayan aikin da aka daidaita suna ba da aminci, yayin da mayar da hankali ga yawan jinsi ɗaya yana sarrafa masu canjin jinsi. Mafi mahimmanci, binciken da ƙarfi yana ba da rahoton binciken da ya saba wa ƙa'idodin da aka kafa - wanda ba a samu ba a cikin buga ilimi.
Kurakurai Masu Muhimmanci: Samfurin na maza kawai yana iyakance yaduwa sosai, musamman idan aka yi la'akari da tsarin ilimi na Saudiyya wanda ya raba jinsi. Binciken ya kasa yin lissafi na batun canja wurin harshe daga Larabci zuwa hanyoyin karatun Turanci. Mafi damuwa shine rashin bayanan ƙididdiga da ke bayyana DALILIN da yasa alaƙar da ake tsammani ba ta faru ba - an bar mu da alaƙar alaƙa ba tare da hanyoyin dalili ba.
Hankali Mai Aiki
Dole ne cibiyoyin ilimi su sake yin la'akari da jarin koyarwar karatun su nan da nan. Maimakon zuba albarkatu cikin horon dabarun metacognitive kaɗai, ya kamata su haɓaka hanyoyin haɗaka waɗanda ke magance takamaiman shingen harshe da al'adu da ɗaliban Saudiyya ke fuskanta. Masu tsara manhaja ya kamata su yi amfani da fifikon ban dariya/ban dariya a matsayin ƙofar haɗin gwiwa yayin gina ƙwarewar harshe na asali. Mafi mahimmanci, muna buƙatar nazarin shiga tsakani wanda ke gwada ko gyara hanyoyin koyar da dabarun zai iya haɗa gibin fahimta da aka gano a cikin wannan binciken.
Binciken binciken ya yi daidai da binciken da ke tasowa a fannin kimiyyar kwakwalwa wanda ke nuna cewa fahimtar karatu ya ƙunshi cibiyoyin sadarwar jijiyoyi masu rikitarwa waɗanda zasu iya haɓaka daban a cikin yanayin harshe mai rikitarwa kamar Larabci-Turanci. Bincike na gaba ya kamata ya haɗa hanyoyin hoto na jijiyoyi don bincika ko alaƙar jijiyoyi na fahimtar karatu ya bambanta a cikin ɗaliban EFL na Saudiyya idan aka kwatanta da masu karatun Turanci guda ɗaya.
Wannan binciken yana wakiltar muhimmin juyi na fahimtar karatun EFL a yankunan Larabawa. Yana buƙatar mu matsa bayan samfuran Yamma kuma mu haɓaka tsare-tsare na musamman na yanayi waɗanda ke lissafin takamaiman abubuwan harshe, al'adu, da ilimi waɗanda ke tasiri ci gaban karatu a Saudiyya da makamantan yanayi.