Ƙarfafa Dalibai da Dabarun Ƙarfafa Malamai a Cikin Ajujuwan Turanci na Thailand

Teburin Abubuwan Ciki

1. Gabatarwa

Wannan binciken ya binciki rikice-rikicen ƙarfafa ɗalibai da dabarun koyarwa na malamai a cikin ajujuwan Turanci a matsayin Harshen Waje (EFL) a duk faɗin Thailand. Sanin ƙarfafawa a matsayin babban injin koyon harshe na biyu, musamman a yanayin da ba a samun damar yin amfani da harshen da ake so ba, binciken ya ba da hoton ayyukan koyarwa da tasirinsu a cikin ƙasar.

1.1 Bayan Fage, Muhimmancin, da Tambayoyin Bincike

A cikin yanayin EFL kamar Thailand, inda abubuwan waje sukan fi son ciki, rawar malami wajen haɓaka da kiyaye ƙarfafawa tana da muhimmanci. Binciken ya samo asali ne daga manyan tambayoyi: Menene matakan ƙarfafa ɗalibai da koyon Turanci? Ta yaya malamai ke ƙoƙarin ƙarfafa ɗalibai? Menene alaƙar tsakanin takamaiman dabarun ƙarfafawa (tallafawa 'yancin zaɓi vs. sarrafawa) da sakamakon aji?

2. Tsarin Ka'idar: Ka'idar Son Kai (SDT)

Binciken ya dogara ne akan Ka'idar Son Kai (SDT) na Deci da Ryan, wata babbar ka'idar ƙarfafa ɗan adam. SDT ta bayyana ci gaba na tsarin ƙarfafawa:

• Rashin Ƙarfafawa (Amotivation): Rashin niyya ko kimar aiki.
• Dokokin Waje (External Regulation): Halin da aka motsa ta hanyar lada ko hukunci na waje.
• Dokokin Ciki (Introjected Regulation): Ƙarfafawa bisa matsin lamba na ciki (misali, laifi, girman kai).
• Dokokin Ganewa (Identified Regulation): Ƙimar mutum na sakamakon aiki.
• Dokokin Haɗaka (Integrated Regulation): Daidaita aiki tare da ainihin ƙimar mutum.
• Ƙarfafa Ciki (Intrinsic Motivation): Shiga saboda sha'awa, jin daɗi, ko gamsuwa.

SDT ta jaddada manyan buƙatun tunani guda uku: 'Yancin Zaɓi (Autonomy) (jin cewa an zaɓi), Ƙwarewa (Competence) (jin inganci), da Dangantaka (Relatedness) (jin haɗin kai da wasu). Tallafawa waɗannan buƙatun yana haɓaka ƙarfafawa mafi inganci, wanda ya fi dogaro da kai.

3. Hanyoyin Bincike

Binciken ya yi amfani da ƙirar haɗaɗɗun hanyoyi, mai kusurwa uku a cikin ajujuwan Turanci goma sha biyu a Thailand.

4. Babban Abubuwan da aka Gano

4.1 Matakan Ƙarfafa Dalibai

Bayanai sun bayyana wani sabani. Yayin da yawancin ɗaliban Thailand suka ba da rahoton matakan ƙarfafawa masu yawa kuma da yawa sun bayyana sha'awar ciki wajen koyon Turanci, matakin ainihin koyo da aiki bai yi yawa ba. Bugu da ƙari, ƙananan ɗalibai a kusan kowane aji sun nuna alamun rashin ƙarfafawa ko ƙarancin ƙarfafawa.

4.2 Dabarun Ƙarfafa Malamai

Malamai sun yi amfani da dabarori da yawa, waɗanda aka rarraba su bisa ci gaban SDT:

• Dabarun Tallafawa 'Yancin Zaɓi (Autonomy-Supportive Strategies): Ba da zaɓuɓɓuka masu ma'ana, ba da dalilai na ayyuka, yarda da ra'ayoyin ɗalibai, haɓaka tushen dalilai na ciki. (misali, "Kuna iya zaɓar tsakanin waɗannan batutuwa biyu don aikin ku saboda...").
• Dabarun Sarrafawa (Controlling Strategies): Yin amfani da lada/hukunci na zahiri, sanya ƙayyadaddun lokaci ba tare da dalili ba, amfani da harshe mai tilastawa, haɓaka tushen dalilai na waje. (misali, "Yi wannan aikin ko za ku rasa maki.").

Wani muhimmin binciken shine dabarun sarrafawa sun zama ruwan dare a cikin ajujuwan da aka lura.

4.3 Alaƙa Tsakanin Dabarun da Sakamakon

Binciken ya gano wani tsari mai tsanani: Dabarun tallafawa 'yancin zaɓi an fi ganin su ne kawai a cikin ajujuwan da suka riga suna da ƙarfafawa sosai kuma suna yin aiki sosai. Akasin haka, ajujuwan da ke da ƙarancin ƙarfafawa da nasara sun fi dogaro da dabarun sarrafawa, wanda zai iya haifar da madauki na ra'ayi mara kyau wanda ke lalata ƙarfafawar ciki—wani abu da aka rubuta sosai a cikin wallafe-wallafen SDT a matsayin "tasirin lalata" na lada na waje akan sha'awar ciki.

5. Babban Fahimta & Ra'ayin Mai Bincike

Babban Fahimta: Tsarin EFL na Thailand yana cikin "Gibi na Ƙarfafawa-Aiki." Ƙarfafawar da aka ba da rahoton kansa yana ɓoye ƙarancin masu motsa ciki da dabarun koyarwa marasa inganci waɗanda suka kasa fassara sha'awa zuwa zurfin koyo mai dorewa. Malamai suna komawa ga hanyoyin sarrafawa, ba saboda mugunta ba, amma mai yiwuwa saboda matsin lamba na tsarin (gwajin daidaitacce, ɗaukar manhaja) da rashin horo a cikin ilimin tallafawa 'yancin zaɓi, kamar yadda masu bincike kamar Hu (2002) da Littlewood (2000) suka lura a cikin yanayin Asiya na EFL.

Tsarin Hankali: Binciken yana tafiya ta hanyar hankali daga ka'ida (SDT) zuwa hanya (haɗaɗɗun hanyoyi) zuwa wani sabani na zahiri: ƙarfafawa mai yawa amma koyo mara kyau. Mai bayyana ma'anar ya zama aikin malami. Bayanai sun nuna malamai suna amfani da dabarun (sarrafawa) waɗanda SDT ta annabta za su hana ainihin ƙarfafawar ciki da ake buƙata don nasara na dogon lokaci, musamman ga ɗaliban da ba su da ƙarfafawa. Wannan yana haifar da annabta ta kaiwa ga kai inda kawai waɗanda suka riga suna da ƙarfafawa suka yi nasara.

Ƙarfi & Kurakurai: Ƙarfin binciken shine ingancinsa na muhalli—lura da ainihin ajujuwa—da amfani da SDT, kyakkyawan gilashin ka'idar. Babban aibinsa shine yanayin alaƙarsa. Ya gano wani tsari (tallafawa 'yancin zaɓi tare da masu yin aiki sosai) amma ba zai iya tabbatar da dalili ba. Shin tallafawa 'yancin zaɓi yana haifar da aiki mai kyau, ko kuma ajujuwan masu yin aiki sosai kawai suna ba malamai amincin tunani don amfani da irin waɗannan dabarun? Ana buƙatar bincike na dogon lokaci ko na shiga tsakani, kamar yadda aka yi amfani da shi a cikin babban aikin Deci, Koestner, da Ryan (1999) akan tasirin lalata.

Fahimta Mai Aiki: Maganin a bayyane yake amma yana da ƙalubale. Na farko, dole a sake fasalin ilimin malamai. Horon kafin aiki da na cikin aiki dole ne su wuce hanyoyin fassarar nahawu zuwa haɗa ilimin tunani na ƙarfafawa da gudanar da aji na tallafawa 'yancin zaɓi, suna ɗauka daga tsare-tsare masu nasara kamar Ayyukan Koyarwa na Ƙarfafawa da Dörnyei & Ushioda (2011) suka bayyana. Na biyu, tsarin tantancewa dole ne ya ci gaba. Idan manyan jarrabawa suna ba da lada ga koyo ta hanyar haddace, malamai za su ji an tilasta musu yin amfani da hanyoyin sarrafawa don "ɗaukar kayan." Haɗa fayiloli, koyo bisa aikin, da tantance kai na iya daidaita tantancewa tare da manufofin ciki. A ƙarshe, dole ne mu magance "ƙananan marasa ƙarfafawa" ba a matsayin wanda ya wuce gona da iri ba amma a matsayin babban alamar gazawar tsarin. Ana buƙatar shiga tsakani na musamman bisa tsarin tallafawa buƙatu na SDT.

6. Cikakkun Bayanai na Fasaha & Tsarin Bincike

Ƙarfin binciken binciken ya samo asali ne daga amfani da injinan ra'ayi na SDT. Za a iya wakilta ƙirar sauƙaƙa na motsin da aka lura a matsayin madauki na ra'ayi:

Tsarin Tsarin Tsarin:
1. Matsayin Farko: Haɗaɗɗun ƙarfafa ɗalibai (wasu na ciki, da yawa na waje, wasu marasa ƙarfafawa).
2. Amsar Malami: Matsi don nuna ci gaba yana haifar da yawan amfani da dabarun sarrafawa ($C$).
3. Amsar ɗalibi (Hasashen SDT): Dabarun sarrafawa suna gamsar da buƙatar ƙwarewa na ɗan lokaci amma suna hana 'yancin zaɓi ($\frac{dA}{dt} < 0$). Ga ɗaliban da suka riga suna da ƙarfafawar ciki ($I_0 > 0$), wannan na iya haifar da tasirin lalata: $I_{t+1} = I_t - \beta C$, inda $\beta$ shine ma'auni na lalata. Ga ɗaliban marasa ƙarfafawa, yana ƙarfafa tushen waje.
4. Sakamako: Yarda na saman yana ƙaruwa, amma zurfin koyo ($L$) da ƙarfafawar ciki sun tsaya cik: $L = f(I, A, Comp)$, inda duk buƙatun guda uku suke jayayya. Tsarin ya zauna cikin tarko na ƙananan daidaito.

Misalin Tsarin Bincike (Ba Code ba): Don gano aji, mai lura ta amfani da wannan tsarin zai ƙirƙiri takardar maki mai sauƙi don darasi, yana ƙididdige lokuta na tallafawa 'yancin zaɓi da kuma maganganu da ayyuka masu sarrafawa. Sannan zai yi alaƙa da wannan tare da alamun shigar ɗalibi (tambayoyi, haɗin gwiwar takwarorinsu, lokaci akan aiki) da yanayin tunani (bayyanar fuska, yanayin jiki). Babban rabo na sarrafawa-zuwa-tallafi tare da yarda ɗalibi mara aiki zai nuna alamar yanayin ƙarfafawa mai haɗari, yana haifar da buƙatar horar da malami na musamman da aka mai da hankali kan takamaiman "motsi" na tallafawa 'yancin zaɓi.

7. Sakamakon Gwaji & Fassarar Bayanai

Abubuwan da aka gano a cikin takarda, ko da yake ba a gabatar da su tare da zane-zane masu rikitarwa ba, sun zana hoto mai haske ta hanyar ƙididdiga na bayyani da bayanan lura na inganci. Babban "ginshiƙi" da sakamakon ya nuna shine matrix 2x2:

• Ƙungiya A (Babban Ƙarfafawa/Babban Aiki): An siffanta shi da dabarun tallafawa 'yancin zaɓi da aka lura, ƙudirin ɗalibi, da tasiri mai kyau. Waɗannan su ne ƙananan ajujuwa.
• Ƙungiya B (Babban Ƙarfafawa/Ƙarancin Aiki): Mafi yawan ƙungiya. Yana nuna rabuwa inda kyakkyawar halayen ɗalibi ba ya fassara zuwa ƙwarewa, mai yiwuwa saboda koyarwa da aka mai da hankali kan yarda fiye da gina ƙwarewa.
• Ƙungiya C (Ƙarancin Ƙarfafawa/Ƙarancin Aiki): An mamaye shi da dabarun sarrafawa, rashin shiga ɗalibi, da rashin ƙarfafawa.
• Ƙungiya D (Ƙarancin Ƙarfafawa/Babban Aiki): Galibi babu kowa a cikin wannan binciken, yana goyan bayan da'awar SDT cewa ci gaba mai dorewa ba tare da ƙarfafawar kai ba ba kasafai ba ne kuma ba shi da kwanciyar hankali.

Bayanai masu kusurwa uku sun nuna cewa malamai sau da yawa suna kuskuren gano Ƙungiya B a matsayin "mai nasara" saboda babban ƙarfafawa, sun kasa ganin ƙarancin koyo. Ya kamata fifikon shiga tsakani ya zama motsa ajujuwa daga Ƙungiya C zuwa B (magance rashin ƙarfafawa) da daga Ƙungiya B zuwa A (fassara ƙarfafawa zuwa zurfin koyo).

8. Aikace-aikacen Gaba & Hanyoyin Bincike

Tasirin ya wuce iyakokin Thailand zuwa kowane tsarin ilimi da ke fama da shiga ɗalibi.

• Kayan Aikin Bayar da Ra'ayi na Malami na AI: Tsarin gaba zai iya amfani da binciken sauti na aji (kamar kayan aikin da ke fitowa daga Cibiyar H-Star ta Stanford) don ba malamai ma'auni na lokaci-lokaci akan rabonsu na tallafawa 'yancin zaɓi zuwa harshen sarrafawa, yana ba da ƙarfafawa zuwa mafi inganci tattaunawar ƙarfafawa.
• Wasan Wasanni & SDT: Yin amfani da ƙa'idodin SDT ga wasan kwaikwayo na EdTech. Maimakon maki da lambobi kawai (sarrafawa na waje), ana iya ƙirƙira wasanni don tallafawa 'yancin zaɓi (zaɓuɓɓuka masu ma'ana), ƙwarewa (ƙalubale mafi kyau), da dangantaka (ayyukan haɗin gwiwa), kamar yadda binciken Rigby & Ryan (2011) ya nuna.
• Haɗin Kai na Ilimin Kwakwalwa: Bincike na gaba zai iya haɗa gine-ginen SDT zuwa ma'aunin kimiyyar kwakwalwa. Shin koyarwar tallafawa 'yancin zaɓi tana da alaƙa da nau'ikan ayyukan kwakwalwa daban-daban da ke da alaƙa da lada (ventral striatum) da aikin zartarwa (prefrontal cortex) idan aka kwatanta da koyarwar sarrafawa? Aikin Murayama et al. (2010) akan tushen jijiyoyi na tasirin lalata yana nuna wannan hanya.
• Bincike Mai Da Hankali kan Manufofi: Mafi muhimmin mataki na gaba da marubucin ya kira: bincike na dogon lokaci, gwaji akan haɗa SDT cikin shirye-shiryen takaddun shaida na malamai. Shin irin wannan horon yana haifar da canje-canje na dorewa a cikin aiki da ingantattun sakamakon koyo na ɗalibi da halayen koyo na rayuwa?

9. Nassoshi

1. Deci, E. L., & Ryan, R. M. (2008). Ka'idar son kai: Ka'idar babban ɗan adam, ci gaba, da lafiya. Ilimin Halin Kanada, 49(3), 182.
2. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). Bita na meta-analytic na gwaje-gwaje da ke bincika tasirin lada na waje akan ƙarfafawar ciki. Bulletin na Psychological, 125(6), 627–668.
3. Dörnyei, Z., & Ushioda, E. (2011). Koyarwa da bincika ƙarfafawa (bugu na 2). Harlow: Longman.
4. Hu, G. (2002). Yuwuwar juriya na al'adu ga shigo da koyarwa: Shari'ar koyar da harshe na sadarwa a China. Harshe, Al'adu da Manhaja, 15(2), 93-105.
5. Littlewood, W. (2000). Shin ɗaliban Asiya da gaske suna son sauraro da biyayya? Jaridar ELT, 54(1), 31-36.
6. Murayama, K., Matsumoto, M., Izuma, K., & Matsumoto, K. (2010). Tushen jijiyoyi na tasirin lalata na lada na kuɗi akan ƙarfafawar ciki. Proceedings of the National Academy of Sciences, 107(49), 20911-20916.
7. Rigby, C. S., & Ryan, R. M. (2011). Manne da wasanni: Ta yaya wasannin bidiyo suke jawo mu cikin mu riƙe mu cikin sihiri. Santa Barbara, CA: Praeger.
8. Ryan, R. M., & Deci, E. L. (2000). Ka'idar son kai da sauƙaƙe ƙarfafawar ciki, ci gaban zamantakewa, da walwala. Masanin Ilimin Halin Amurka, 55(1), 68-78.
9. Vibulphol, J. (2016). Ƙarfafa ɗalibai da Koyo da Dabarun Ƙarfafa Malamai a Ajujuwan Turanci a Thailand. Koyar da Harshen Turanci, 9(4), 64-71.