Ƙarfafawa na ɗalibai da Dabarun Ƙarfafawa na Malamai a cikin Ajujuwan Turanci na Thailand

Teburin Abubuwan Ciki

1. Gabatarwa

Wannan binciken ya bincika rikitattun yanayin ƙarfafawar ɗalibai da dabarun koyarwa na malamai a cikin ajujuwan Turanci a matsayin Harshen Waje (EFL) a duk faɗin Thailand. Binciken ya magance wani gibi mai mahimmanci na fahimtar yadda abubuwan ƙarfafawa ke aiki a cikin yanayin ilimi na halitta a cikin mahallin EFL.

1.1 Bayanan Baya, Muhimmancinsa, da Tambayoyin Bincike

Ƙarfafawa yana aiki azaman injin tushe na samun harshe na biyu, musamman a cikin yanayi kamar Thailand inda bayyanar Turanci a wajen aji ya yi ƙanƙanta. Binciken ya bincika yadda malamai za su iya tallafawa ƙarfafawar ɗalibai yadda ya kamata ko kuma su lalata shi ta hanyar ayyukansu na koyarwa.

2. Tsarin Ka'idar: Ka'idar Ƙaddamar da Kai (SDT)

Binciken ya dogara ne akan Ka'idar Ƙaddamar da Kai (Deci & Ryan, 2000), wadda ta bambanta tsakanin:

Ƙarfafawa na Ciki: Shiga cikin aiki wanda sha'awa, jin daɗi, ko gamsuwa na ciki ke motsa shi.
Ƙarfafawa na Waje: Halayen da lada ko matsin lamba na waje ke motsa shi.
Rashin Ƙarfafawa: Rashin ƙarfafawa, wanda sau da yawa yakan haifar da sarrafa waje mai yawa.

Ka'idar ta nuna cewa salon koyarwa mai tallafawa 'yancin kai yana haɓaka ƙarfafawa na ciki, wanda ke haifar da zurfin koyo da ingantattun sakamako na dogon lokaci.

3. Hanyar Bincike

Binciken na ƙasa baki ɗaya ya yi amfani da hanyar haɗa hanyoyi:

Samfurin: Ajujuwan Turanci goma sha biyu a duk faɗin Thailand
Mahalarta: ɗaliban makarantar sakandare da malaman Turancinsu
Tattara Bayanai:
- Takar tambayoyi na tushen SDT ga ɗalibai da malamai
- Lura da aji ta masu lura biyu masu zaman kansu
- Haɗa hanyoyin samun bayanai guda uku
Bincike: Bincike mai bayyana matakan ƙarfafawa, sakamakon koyo, da dabarun koyarwa

Iyakar Bincike

Ajujuwan da aka Bincika

Tushen Bayanai

Hanyoyin Haɗa Bayanai Guda Uku

Babban Maida Hankali

Tsarin SDT

Binciken Ƙarfafawa

4. Babban Abubuwan da aka Gano

4.1 Matakan Ƙarfafawar ɗalibai

Binciken ya bayyana wani yanayi mai rikitarwa:

Ƙarfafawa Gabaɗaya Mai Girma: Yawancin ɗalibai sun ba da rahoton matakan ƙarfafawa masu girman gaske
Sha'awa ta Ciki: ɗalibai da yawa sun bayyana sha'awa ta ciki wajen koyon Turanci
Gibi na Ayyuka: Duk da ƙarfafawa mai girma, ainihin matakan koyo an kimanta su a matsayin matsakaici
Bambancin Ƙarfafawa: Kowane aji ya ƙunshi wasu ɗalibai da ke nuna rashin ƙarfafawa a fili

4.2 Dabarun Ƙarfafawa na Malamai

Malamai sun yi amfani da dabarori daban-daban waɗanda suka faɗo cikin manyan nau'ikan biyu:

Dabarun Tallafawa 'Yancin Kai: Ƙarfafa zaɓin ɗalibi, ba da dalilin ayyuka, amincewa da ra'ayoyin ɗalibai
Dabarun Sarrafawa: Yin amfani da lada/hukunci, sanya ƙayyadaddun lokaci mai tsauri, amfani da harshe mai umarni

An fi ganin dabarun sarrafawa a cikin ajujuwa.

4.3 Alaƙa Tsakanin Dabarun da Sakamakon

Wani tsari a fili ya bayyana: dabarun tallafawa 'yancin kai an fi samun su a cikin ajujuwan da ke da ƙarfafawa mai girma da aiki mai girma. Wannan yana nuna cewa, duk da yake dabarun sarrafawa na iya fara shiga cikin aiki, hanyoyin tallafawa 'yancin kai suna da mahimmanci don ci gaba da ƙarfafawa da kuma samun ingantattun sakamakon koyo.

5. Babban Fahimta & Fassarar Mai Bincike

Babban Fahimta

Wannan binciken ya fallasa wani mahimmin "rarrabuwar ƙarfafawa da aiki" a cikin ilimin EFL na Thailand. ɗalibai sun ba da rahoton cewa suna da ƙarfafawa, duk da haka sakamakon koyo ya kasance matsakaici. Labarin ainihi ba game da ko malamai suna ƙarfafawa ba ne, amma yadda suke ƙarfafawa. Yawaitar dogaro da dabarun sarrafawa yana haifar da ɗalibai masu biyayya amma ba masu iyawa ba—wani ruɗi mai haɗari na ci gaba.

Tsarin Hankali

Hankalin binciken yana da inganci amma yana bayyana gaskiya mara daɗi: shirye-shiryen ilimin malamai suna kasa fassara ƙa'idodin SDT zuwa aikin aji. Jerin yana bayyana a fili—hanyoyin sarrafawa sun mamaye → ƙarfafawa na ciki ya kasance ba a haɓaka shi ba → koyo ya zama na saman. Wannan ya haifar da abin da Dörnyei (2001) ya kira "fatara na ƙarfafawa" inda ɗalibai ke tafiya cikin motsi ba tare da zurfin shiga cikin aiki ba.

Ƙarfi da Kurakurai

Ƙarfi: Iyakokin ƙasa baki ɗaya da hanyar haɗa hanyoyi suna ba da shaida mai ƙarfi. Maida hankali kan yanayin aji na halitta yana guje wa yanayin dakin gwaje-gwaje na wucin gadi. Tsarin SDT yana ba da gilashin bincike mai zurfi.

Kuskure Mai Muhimmanci: Binciken ya tsaya a alaƙa ba tare da kafa dalili ba. Muna buƙatar ƙirar gwaji kamar waɗanda ke cikin Bernaus & Gardner (2008) waɗanda ke sarrafa dabarun koyarwa don auna tasirin kai tsaye. Hakanan, ma'aunin aji "mai aiki mai girma" ya kasance maras tabbas—wane ma'auni ne ke ayyana aiki?

Fahimta Mai Aiki

1. Gyaran Horon Malamai: Matsa sama da ilimin ka'idar SDT zuwa haɓaka ƙwarewar ƙananan fasaha a cikin fasahohin tallafawa 'yancin kai, kama da ka'idojin horo da aka yi amfani da su a cikin Assor et al. (2005).
2. Juyin Juya Halin Kimantawa: Haɓaka kayan aikin kimantawa masu kula da ƙarfafawa waɗanda ke auna ba kawai ƙwarewar harshe ba amma ingancin ƙarfafawa da dorewa.
3. Shiga Tsakani na Tsarin: Ƙirƙirar yanayin ƙarfafawa na duk makarantar maimakon dogaro da jarumtakar malami ɗaya, bin hanyoyin makaranta gabaɗaya da aka rubuta a cikin bincike daga cibiyar binciken ilimin harshe na Jami'ar Hong Kong.

6. Cikakkun Bayanai na Fasaha & Tsarin Bincike

Hanyar binciken za a iya tsara ta ta hanyar ƙirar tasirin ƙarfafawa:

Fihirisar Ingancin Ƙarfafawa (MQI): Ma'auni na ra'ayi wanda ya haɗa rabon ƙarfafawa na ciki/na waje tare da ma'auni na dagewa:

$MQI = \alpha \cdot I_m + \beta \cdot (1 - E_m) + \gamma \cdot P_t$

Inda:
$I_m$ = Matsakaicin ƙarfafawa na ciki (0-1)
$E_m$ = Mamayar ƙarfafawa na waje (0-1)
$P_t$ = Dagewa akan lokaci (0-1)
$\alpha, \beta, \gamma$ = Ma'auni masu nauyi dangane da mahallin ilimi

Matrix na Dabarun Koyarwa: Tsarin rarraba halayen malamai:

Nau'in Dabarun	Mahimman Alamomin	Tsammanin Tasiri akan MQI
Tallafawa 'Yancin Kai	Bayar da zaɓi, ba da dalili, amincewa da ra'ayi	Yana ƙara $I_m$, yana rage $E_m$
Sarrafawa	Tsarin lada/hukunci, harshe mai umarni, ƙayyadaddun lokaci mai tsauri	Yana ƙara $E_m$, zai iya rage $P_t$
Haɗaɗɗe	Haɗaɗɗun hanyoyi dangane da mahallin	Bambancin tasiri dangane da aiwatarwa

7. Sakamakon Gwaji & Fassarar Bayanai

Bayanai na lura sun bayyana tsari mai daidaito a cikin ajujuwa goma sha biyu:

Hoto: Rarraba Ƙarfafawa-Dabarun a cikin Ajujuwa

Tsari 1: 8 daga cikin ajujuwa 12 sun nuna fifikon amfani da dabarun sarrafawa (>60% na halayen malamai da aka lura).
Tsari 2: Ajujuwa 4 tare da mafi girman sakamakon koyo duk sun nuna amfani da dabarun tallafawa 'yancin kai wanda ya wuce 40%.
Tsari 3: Ƙarfafawar da ɗalibai suka ba da rahoto ta nuna alaƙa mai rauni tare da sakamakon koyo da aka lura (r = 0.32), amma alaƙa mai ƙarfi tare da tallafawa 'yancin kai na malami (r = 0.71).

Fassara: Bayanai suna nuna cewa halayen malamai suna da tasiri mai ƙarfi akan ƙarfafawa mai dorewa fiye da halin ɗalibi na farko. Wannan ya yi daidai da binciken da meta-bincike na Urhahne (2015) ya nuna cewa tasirin malami yana lissafin kusan kashi 30% na bambance-bambance a cikin sakamakon ƙarfafawar ɗalibai.

8. Aikace-aikace na Gaba & Jagororin Bincike

Gina akan wannan binciken, wasu jagorori masu ban sha'awa sun bayyana:

Binciken Ƙarfafawa Mai Ƙarfin AI: Haɓaka tsarin kama da Carnegie Mellon's LearnSphere wanda ke bincika tattaunawar aji don alamun ƙarfafawa da ba da ra'ayi na lokaci-lokaci ga malamai
Tabbatar da Al'adu Daban-daban: Faɗaɗa binciken don kwatanta binciken Thailand tare da sauran ƙasashen ASEAN da mahallin Gabashin Asiya, bin hanyar babban aikin ƙarfafawa na ɗaliban Asiya
Bibiyar Dogon Lokaci: Aiwatar da bincike na shekaru da yawa don bincika yadda tsarin ƙarfafawa ke haɓaka da tasiri ga koyon harshe na tsawon rai, kamar yadda aka ba da shawarar a cikin takaddun manufofin harshe na Majalisar Turai
Haɗaɗɗun Wasan Caca: Bincika yadda za a ƙirƙira abubuwan koyon wasa don tallafawa 'yancin kai maimakon sarrafawa, yana zana ka'idar ƙaddamar da kai a cikin wallafe-wallafen ƙirar wasa
Aiwatar da Manufofin: Ƙirƙirar tsare-tsaren haɓaka malamai na ƙasa musamman wanda ya mai da hankali kan ilimin ƙarfafawa, kama da shirin "Motivation Matters" na Singapore a cikin ilimin malamai

9. Nassoshi

Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15(5), 397-413.
Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. Modern Language Journal, 92(3), 387-401.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182-185.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Urhahne, D. (2015). Teacher behavior as a mediator of the relationship between teacher judgment and students' motivation and emotion. Teaching and Teacher Education, 45, 73-82.
Vibulphol, J. (2016). Students' motivation and learning and teachers' motivational strategies in English classrooms in Thailand. English Language Teaching, 9(4), 64-71.