Dabarun Karatun Metacognitive, Ƙwarin-gwiwa, da Ayyukan Fahimtar Karatu na Daliban Saudi EFL

Teburin Abubuwan Ciki

1. Gabatarwa

Fahimtar karatu ɗaya ce daga cikin mahimman ƙwarewar karatu a manyan makarantu. Kwasa-kwasan ilimi da na fasaha suna buƙatar ɗimbin karatu, suna buƙatar ɗalibai su fahimci abin da suke karantawa don samun nasara a ilimi da sana'a. A Saudi Arabiya, karatu da rubutu suna cikin ƙwarewar harshe mafi ƙarancin ci gaba, kamar yadda rahotannin gwajin TOEFL iBT® da IELTS suka tabbatar. Wannan rashi na iya kasancewa saboda ƙarancin bayyanar ɗalibai ga ayyukan karatun Turanci da ƙarancin sha'awa da ƙwazo don karatu.

2. Bita na Littattafai

2.1 Dabarun Karatun Metacognitive

Dabarun karatun metacognitive suna nufin sanin wayo da sarrafa hanyoyin fahimi yayin karatu. Ka'idar metacognitive ta Flavell (1979) ita ce tushe, tana mai da hankali kan ikon mai karatu na lura, sarrafawa, da daidaita fahimtar karatunsa. Ƙididdigar Wayar da Kan Karatun Dabarun (MARSI) ta gano manyan rukuni uku: Dabarun Karatun Duniya (GLOB), Dabarun Magance Matsaloli (PROB), da Dabarun Taimakon Karatu (SUP).

2.2 Ka'idojin Ƙwarin-gwiwar Karatu

Ƙwarin-gwiwar karatu ta ƙunshi imani, dabi'u, da manufafin da ke motsa mutane su shiga cikin ayyukan karatu. Ka'idar Son Kai (Deci & Ryan, 1985) ta bambanta tsakanin ƙwazo na ciki (karatu don jin daɗi) da ƙwazo na waje (karatu don lada na waje). Tambayar Ƙwarin-gwiwar Karatu (MRQ) tana auna abubuwa daban-daban na ƙwarin-gwiwar karatu, gami da kwarin gwiwa, son sani, shiga ciki, da karbuwa.

2.3 Tsarin Fahimtar Karatu

Fahimtar karatu ta ƙunshi gina ma'ana ta hanyar hulɗa da rubutu. Sauƙaƙan Ra'ayin Karatu (Gough & Tunmer, 1986) ya nuna cewa fahimtar karatu ta yi daidai da samfurin warwarewa da fahimtar harshe: $RC = D \times LC$. Ƙarin tsarin na baya-bayan nan, kamar Tsarin Gina Haɗin kai (Kintsch, 1998), suna jaddada yanayin hulɗar fahimtar karatu.

3. Hanyar Bincike

3.1 Tsarin Bincike

Wannan binciken ya yi amfani da hanyoyin bincike na siffantawa da na siffantawa don bincika alaƙar tsakanin dabarun karatun metacognitive, ƙwarin-gwiwar karatu, da aikin fahimtar karatu.

3.2 Mahalarta

Binciken ya ƙunshi ɗaliban kolejin Saudi EFL 60 da aka zaɓa ba da gangan ba daga wata kwalejin masana'antu ta gwamnati maza kawai a Saudi Arabiya. An zaɓi mahalarta ta amfani da dabarun samfurin bazuwar don tabbatar da wakilci.

3.3 Kayan Aiki

An yi amfani da manyan kayan aiki guda uku: Binciken Dabarun Karatu (SORS) don auna wayar da kan metacognitive, Tambayar Ƙwarin-gwiwar Karatu (MRQ) don tantance ƙwarin-gwiwar karatu, da daidaitattun gwaje-gwajen fahimtar karatu don kimanta aikin karatu.

3.4 Binciken Bayanai

An yi amfani da ƙididdiga na siffantawa (ma'ana, madaidaitan karkacewa) da ƙididdiga na ƙima (gwaje-gwaje na t, binciken dangantaka) don bincika bayanan. An saita matakin mahimmanci zuwa p < 0.05.

4. Sakamako

4.1 Binciken Ƙididdiga

Binciken ya nuna cewa masu amsa suna amfani da dabarun karatun metacognitive daban-daban a matsakaicin mataki lokacin karatun rubutun ilimi. Daga cikin rukuni uku, Dabarun Magance Matsaloli (PROB) sun fi yawan amfani. Masu amsa sun nuna babban ƙwazo don karatu, tare da fifikon musamman ga littattafan ban dariya/ban dariya.

4.2 Binciken Dangantaka

Ta hanyar amfani da binciken gwajin t, binciken ya gano cewa babu wata alaƙa mai mahimmanci tsakanin dabarun karatun metacognitive da fahimtar karatu (r = 0.18, p > 0.05). Haka kuma babu wata alaƙa mai mahimmanci tsakanin sha'awar karatu/ƙwarin-gwiwa da fahimtar karatu (r = 0.12, p > 0.05). Duk da haka, an sami alaƙa mai kyau tsakanin dabarun karatu da ƙwarin-gwiwar karatu (r = 0.42, p < 0.05).

5. Tattaunawa

Sakamakon wannan binciken ya saba wa binciken da ya gabata wanda yawanci ke nuna alaƙa mai kyau tsakanin dabarun metacognitive, ƙwarin-gwiwa, da fahimtar karatu. Wannan saɓani na iya kasancewa saboda dalilai na al'adu, yanayin ilimi, ko kayan aikin ma'auni. Yanayin ilimin Saudi, tare da ƙarancin bayyanar ayyukan karatun Turanci da halayen al'adu daban-daban game da karatu, na iya bayyana waɗannan sakamakon da ba a zata ba.

6. Binciken Fasaha

Binciken Asali

Wannan binciken yana gabatar da bincike mai ban sha'awa wanda ke kalubalantar ƙa'idodin da aka kafa a cikin binciken karatun harshe na biyu. Rashin alaƙa tsakanin dabarun metacognitive da aikin fahimtar karatu a tsakanin ɗaliban Saudi EFL ya saba wa yawancin binciken da ya gabata, gami da na Carrell (1998) da Zhang (2001), waɗanda suka sami alaƙa mai kyau mai mahimmanci. Wannan saɓani na iya bayyana ta hanyar abubuwan al'adu da yanayi na musamman ga yanayin ilimin Saudi. Bisa ga bincike daga Hukumar Karatu ta Ƙasa (2000), ingantaccen koyarwar karatu yawanci ya ƙunshi koyarwar dabarun bayyane, duk da haka wannan binciken ya nuna cewa a wasu yanayin al'adu, hanyoyin gargajiya na iya buƙatar daidaitawa mai mahimmanci.

Dangantakar lissafi tsakanin fahimtar karatu da masu hasashenta za a iya bayyana ta ta hanyar amfani da binciken koma bayan da yawa: $RC = \beta_0 + \beta_1MS + \beta_2RM + \epsilon$, inda RC ke wakiltar fahimtar karatu, MS yana nufin dabarun metacognitive, RM yana nuna ƙwarin-gwiwar karatu, kuma $\epsilon$ yana wakiltar ɓarnawar kuskure. A cikin wannan binciken, ƙididdiga $\beta_1$ da $\beta_2$ ba su da mahimmanci a ƙididdiga, yana nuna cewa wasu masu canji da ba a auna ba na iya zama mafi tasiri a cikin wannan takamaiman yanayi.

Binciken kwatancen tare da binciken daga yanayi iri ɗaya, kamar waɗanda aka ambata a cikin Rahoton Kula da Ilimi na Duniya na UNESCO (2021), ya nuna cewa sakamakon fahimtar karatu yana tasiri sosai ta hanyar abubuwan tattalin arziki, manufofin ilimi, da halayen al'adu game da karatu. Babban ƙwazo amma ƙarancin aikin fahimta da aka lura a cikin wannan binciken ya yi daidai da binciken daga wasu ƙasashen Gulf inda ɗalibai ke nuna halaye masu kyau game da koyon Turanci amma suna fama da aikin ilimi, watakila saboda ƙarancin bayyanar harshe na gaske da dogaro ga hanyoyin koyon by heart.

Zane-zanen Fasaha

Za a iya ganin hanyar bincike a matsayin ƙirar lissafi inda dabarun metacognitive da ƙwarin-gwiwar karatu su ne masu canji na waje suna hasashen fahimtar karatu a matsayin mai canji na ciki. Hanyoyin ƙididdiga daga duka masu hasashe zuwa fahimtar karatu ba su da mahimmanci a cikin wannan binciken, yana nuna cewa ƙirar na iya buƙatar ƙarin masu shiga tsakani ko masu daidaitawa.

Aiwatar Lamba

# Python pseudocode for correlation analysis
import pandas as pd
import scipy.stats as stats

# Load research data
data = pd.read_csv('reading_study_data.csv')

# Calculate correlations
strategy_comprehension_corr = stats.pearsonr(
    data['metacognitive_strategies'], 
    data['reading_comprehension']
)

motivation_comprehension_corr = stats.pearsonr(
    data['reading_motivation'], 
    data['reading_comprehension']
)

strategy_motivation_corr = stats.pearsonr(
    data['metacognitive_strategies'], 
    data['reading_motivation']
)

print(f"Strategy-Comprehension Correlation: {strategy_comprehension_corr}")
print(f"Motivation-Comprehension Correlation: {motivation_comprehension_corr}")
print(f"Strategy-Motivation Correlation: {strategy_motivation_corr}")

7. Aikace-aikacen Gaba

Binciken nan gaba ya kamata ya bincika koyarwar dabarun karatu da aka daidaita ta al'adu musamman an tsara su don Saudi da makamantan yanayin ilimi. Yiwuwar aikace-aikacen sun haɗa da:

• Haɓaka kayan aikin tantancewar karatu masu amsa al'adu
• Haɗa dandamali na karatu da aka haɓaka ta fasaha
• Binciken dogon lokaci yana bin ci gaban karatu akan lokaci
• Nazarin kwatancen al'adu tare da wasu yanayin EFL
• Binciken ƙarin masu canji kamar ilimin ƙamus da iya karatu

8. Bayanan

1. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
2. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
3. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.
4. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.
5. Carrell, P. L. (1998). Can reading strategies be successfully taught? Australian Review of Applied Linguistics, 21(1), 1-20.
6. Zhang, L. J. (2001). Awareness in reading: EFL students' metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268-288.
7. National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
8. UNESCO (2021). Global Education Monitoring Report: Non-state actors in education. United Nations Educational, Scientific and Cultural Organization.