Dabarun Karatun Metacognitive, Ƙarfafawa, da Ayyukan Fahimtar Karatu na ɗaliban Saudi EFL

2.1 Mahalarta da Saiti

Samfurin ya ƙunshi ɗaliban Saudi maza 60 da aka zaɓa ba bisa ka'ida ba daga wata kolejin masana'antu mallakar gwamnati a Yanbu, Saudi Arabiya. Mahalartan suna matakin koleji, suna wakiltar takamaiman al'umma a cikin tsarin ilimin Saudi.

2.2 Kayan Aiki da Tattara Bayanai

An tattara bayanai ta amfani da kayan aiki daidaitattun:

• Kundin Sanin Dabarun Karatun Metacognitive (MARSI): Don auna wayewa da amfani da dabarun (Duniya, Magance Matsala, Taimako).
• Tambayar Ƙarfafawa don Karatu (MRQ): Don tantance ƙarfafawar karatu da wuraren sha'awa.
• Gwajin Fahimtar Karatu: Gwaji daidaitacce don kimanta aikin karatu akan rubutun ilimi.

2.3 Nazarin Bayanai

An yi amfani da ƙididdiga mai siffantawa (ma'ana, mitoci) don taƙaita matakan amfani da dabarun, ƙarfafawa, da fahimta. An yi amfani da ƙididdiga masu ma'ana, musamman ma'aunin alaƙar Pearson da gwaje-gwajen t, don bincika alaƙar da ke tsakanin masu canji.

3.1 Matakin Amfani da Dabarun Metacognitive

Dalibai sun ba da rahoton matakin matsakaici na wayewa da amfani da dabarun karatun metacognitive. A cikin rukuni uku—Dabarun Karatun Duniya (GLOB), Dabarun Magance Matsala (PROB), da Dabarun Taimakon Karatu (SUP)—Dabarun Magance Matsala (PROB) ne aka fi amfani da su akai-akai. Wannan yana nuna cewa ɗalibai sun fi mayar da martani, suna amfani da dabarun kamar sake karantawa da daidaita saurin karantawa lokacin da suka ci karo da matsaloli, maimakon yin shiri da gangan ko amfani da taimakon waje.

3.2 Matakin Ƙarfafawar Karatu

Gabaɗaya, ɗalibai sun nuna babban matakin ƙarfafawa don karantawa. Sha'awar karatunsu ta karkata zuwa ga kayan da ba na ilimi ba, waɗanda aka mai da hankali kan nishadi, tare da fifikon ban dariya da littattafan ban dariya. Wannan yana nuna yuwuwar rabuwa tsakanin ƙarfafawa don karatun nishaɗi da ƙarfafawa don karatun ilimi.

3.3 Ayyukan Fahimtar Karatu

Duk da matsakaicin amfani da dabarun da babban ƙarfafawa, aikin fahimtar karatu na ɗaliban akan rubutun ilimi ya kasance ƙasa da matsakaici. Wannan sakamakon da ya saba wa hankali ya zama ainihin matsalar binciken.

3.4 Nazarin Alaƙa

Nazarin alaƙa ya haifar da sakamako mai ban mamaki:

• Babu wata alaƙa mai mahimmanci da aka samu tsakanin amfani da dabarun karatun metacognitive da ayyukan fahimtar karatu.
• Babu wata alaƙa mai mahimmanci da aka samu tsakanin ƙarfafawar karatu/sha'awa da ayyukan fahimtar karatu.
• An sami alaƙa mai kyau tsakanin amfani da dabarun karatun metacognitive da ƙarfafawar karatu.

4.1 Fassarar Binciken da Ya Saba wa Juna

Rashin alaƙar tsakanin amfani da dabarun/ƙarfafawa da ayyukan fahimta yana nuna cewa a cikin wannan takamaiman yanayi, kawai sanin dabarun ko samun ƙarfafawa bai isa don cimma fahimta ba. Wannan na iya kasancewa saboda:

• Rashin Daidaitawar Dabarun-Rubutu: Dabarun da aka yi amfani da su (musamman Magance Matsala) ƙila ba su dace ba ko kuma ba su da tasiri ga takamaiman buƙatun rubutun Turanci na ilimi.
• Kofar Ƙwarewar Harshe: Kamar yadda Hasashen Kofar Harshe ya nuna, ƙwarewar Turancin ɗalibai na iya zama ƙasa da matakin da ake buƙata don dabarun metacognitive su canza zuwa ingantaccen fahimta. Gibin fassarar asali da ƙamus na iya soke ƙoƙarin dabarun.
• Inganci vs. Yawan Amfani da Dabarun: Matsakaicin *wayewa* ko *mitar* amfani bai daidaita da *ingantaccen* ko *dacewar* aikace-aikacen ba. Aiwatar da dabarun na iya zama kuskure.
• Nau'in Ƙarfafawa: Babban ƙarfafawa don karatun nishaɗi (littattafan ban dariya) baya fassara zuwa shiga cikin rubutun ilimi, yana nuna bambanci tsakanin ƙarfafawa na ciki don jin daɗi da ƙarin ƙarfafawa na waje da ake buƙata sau da yawa don ayyukan ilimi.

4.2 Abubuwan Da Ake Nufi na Koyarwa

Binciken yana nuna cewa koyarwar EFL a irin wannan yanayi dole ne ta wuce kawai koyar da dabarun ko ƙoƙarin haɓaka ƙarfafawa gabaɗaya. Koyarwa ya kamata ta kasance mafi haɗaka:

• A haɗa takamaiman dabarun da takamaiman nau'ikan rubutu da ayyuka a fili.
• A tabbatar da ingantaccen tushe a cikin ƙwarewar harshe na asali (ƙamus, nahawu) don ba da damar ingancin dabarun.
• A mai da hankali kan haɓaka ƙarfafawar karatun ilimi ta hanyar sa rubutun ilimi su zama masu sauƙin isa, dacewa, da jan hankali.
• A ba da horo mai tsari inda malamai suka zana misali ba kawai *abin* da za a yi amfani da dabara ba, amma *yadda* da *lokacin* da za a yi amfani da shi yadda ya kamata.

5.1 Tsarin Ƙididdiga

Babban binciken ya dogara ne akan ma'aunin alaƙar Pearson ($r$) don auna alaƙar layi. Tsarin shine: $$r_{xy} = \frac{\sum_{i=1}^{n}(x_i - \bar{x})(y_i - \bar{y})}{\sqrt{\sum_{i=1}^{n}(x_i - \bar{x})^2}\sqrt{\sum_{i=1}^{n}(y_i - \bar{y})^2}}$$ Inda $x_i$ da $y_i$ suke maki samfurin guda ɗaya (misali, makin dabara da makin fahimta), kuma $\bar{x}$ da $\bar{y}$ suke ma'anar samfurin. An yi amfani da gwajin t don tantance mahimmanci na alaƙar: $$t = r\sqrt{\frac{n-2}{1-r^2}}$$ tare da $df = n-2$. An gwada hasashen maras tushe ($H_0: r = 0$) da madadin ($H_1: r \neq 0$). Rashin kin $H_0$ don nau'ikan dabara-fahimta da ƙarfafawa-fahimta shine babban sakamakon ƙididdiga na binciken.

5.2 Misalin Tsarin Nazari

Nazarin Lamari: Dalibin "Mai Ƙarfafawa Amma Ba Ya Yin Aiki Da Kyau"
Yi la'akari da ɗalibi na hasashe, Ahmed, daga ƙungiyar.

• Bayanin Martaba: Ya ba da rahoton babban jin daɗin karanta littattafan ban dariya (makin MRQ: 4.5/5). Ya ba da rahoton matsakaicin amfani da sake karantawa lokacin da ya rude (makin dabara PROB: 3.8/5).
• Aikin Ilimi: Ya karanta rubutu mai kalmomi 500 na bayyanawa akan makamashin sabuntawa.
• Tsari: Ahmed ya ci karo da ƙamus da bai saba da shi ba ("photovoltaic," "grid integration"). Ya yi amfani da dabarunsa na farko: ya sake karanta jumlar sau da yawa. Duk da haka, saboda ƙarancin ƙamus, sake karantawa bai fayyace ma'ana ba. Ƙarfafawarsa ga batun ƙarami ne, don haka bai dage ba ko neman wasu dabarun (misali, amfani da alamun mahallin, neman kalmomi).
• Sakamako: Makin gwajin fahimta ƙarami ne. Tsarin ya nuna: Ƙarfafawa (nishaɗi) + Rashin Ingantaccen Aikace-aikacen Dabarun + Ƙarancin Ƙwarewar Harshe → Mummunan Fahimta. Wannan ƙaramin lamari yana nuna dalilin da ya sa ma'aunin alaƙa na babban matakin ba su da mahimmanci.