1. Gabatarwa
1.1 Bayanan Baya da Tambayoyin Bincike
Wannan bincike yana binciko ƙarfafa masu koyon harshe na biyu da koyon Turanci a Thailand, yana mai da hankali kan yadda malamai ke tallafawa ƙarfafa ɗalibai a cikin yanayin ajujuwa na halitta. Binciken ya maganci muhimmiyar rawa ta ƙarfafawa a cikin samun harshe na biyu, musamman a cikin yanayin EFL inda tushen ƙarfafa waje ya fi rinjaye kuma bayyanar Turanci a waje da ajujuwa yana da iyaka.
1.2 Tsarin Ka'idar
Dangane da Ka'idar Dogaro da Kai (SDT), binciken ya bincika nau'ikan ƙarfafa daban-daban: ƙarfafa ciki (sha'awa da jin daɗi na ciki), ƙarfafa waje (lada na waje), da rashin ƙarfafa (rashin niyya na shiga). Binciken ya ginu akan aikin baya na Dörnyei (2001), Gardner (2007), da Ryan & Deci (2000) suna bincika yadda waɗannan nau'ikan ƙarfafa ke shafar sakamakon koyo.
Iyakar Bincike
Ajujuwan Turanci 12 a duk faɗin Thailand
Tushen Bayanai
Takaddun tambayoyi na ɗalibai, rahotannin malamai, lura da ajujuwa
2. Hanyar Bincike
2.1 Ƙirar Bincike
Binciken ya yi amfani da hanyar haɗa hanyoyin ƙidaya da lura da ajujuwa na inganci. An ƙirƙiri takaddun tambayoyi dangane da ka'idodin SDT don auna sassa daban-daban na ƙarfafa ɗalibai.
2.2 Tattara Bayanai
An tattara bayanai daga ɗalibai da malamai a cikin ajujuwan harshen Turanci goma sha biyu a duk faɗin Thailand. Kowane darasi an lura da shi ta masu lura biyu masu zaman kansu don tabbatar da amincin binciken. Haɗin tushen bayanai ya ba da cikakken haske game da yanayin ƙarfafa.
3. Sakamako da Bincike
3.1 Matakan Ƙarfafa Dalibai
Sakamakon ya nuna cewa yawancin ɗalibai sun nuna matakan ƙarfafa masu yawa, tare da yawancin sun ba da rahoton sha'awar ciki na koyon Turanci. Duk da haka, ainihin matakan nasarar koyo ba a tantance su a matsayin masu yawa ba, yana nuna gibin tsakanin ƙarfafa da aiki. Sanannen abu, kowane aji yana ɗauke da wasu ɗalibai da ke nuna rashin ƙarfafa.
3.2 Dabarun Malamai
Malamai sun yi amfani da dabarun ƙarfafa iri-iri, gami da hanyoyin tallafin 'yancin kai da na sarrafawa. Yayin da aka saba ganin dabarun sarrafawa, an fi samun dabarun tallafin 'yancin kai a cikin ajujuwa masu ƙarfafa da masu nasara. Wannan yana nuna mahimmancin haɓaka ƙarfafa ciki maimakon kawai fara shiga.
Muhimman Fahimta
- Ƙarfafa mai yawa ba koyaushe yana haifar da babban nasarar koyo ba
- Dabarun tallafin 'yancin kai suna da alaƙa da mafi kyawun aiki
- Rashin ƙarfafa yana ci gaba ko da a cikin ajujuwa masu ƙarfafa gabaɗaya
- Dabarun malamai suna tasiri sosai ga shigar ɗalibai
4. Bincike na Fasaha
4.1 Tsarin Lissafi
Tushen ka'idar binciken za a iya bayyana shi ta hanyar tsarin buƙatun tunani na asali na Ka'idar Dogaro da Kai:
$M_i = f(A, C, R) + \epsilon$
Inda $M_i$ ke wakiltar ƙarfafa ciki, $A$ yana wakiltar gamsuwar 'yancin kai, $C$ yana wakiltar gamsuwar iyawa, $R$ yana wakiltar gamsuwar alaƙa, kuma $\epsilon$ yana wakiltar kalmar kuskure. Dangantakar ta bi:
$M_i = \beta_1A + \beta_2C + \beta_3R + \epsilon$
Wannan tsarin ya yi daidai da shawarar Ryan & Deci (2000) cewa ƙarfafa ciki yana bunƙasa lokacin da aka gamsar da waɗannan buƙatun tunani na asali guda uku.
4.2 Sakamakon Gwaji
Binciken ya yi amfani da takaddun tambayoyi na Likert-scale waɗanda ke auna sassan ƙarfafa. Sakamakon ya nuna alaƙa mai mahimmanci tsakanin dabarun koyarwa na tallafin 'yancin kai da dorewar shigar ɗalibai ($r = 0.67, p < 0.01$). Lura da ajujuwa ya nuna cewa malamai da ke amfani da dabarun sarrafawa suna da yawan rashin shigar ɗalibai (matsakaicin adadin rashin shiga: 23% vs 8% a cikin ajujuwan tallafin 'yancin kai).
Dangantakar Ƙarfafa-Aiki
Binciken ya bayyana wata rikitacciyar dangantaka tsakanin nau'ikan ƙarfafa da sakamakon koyo. Yayin da ƙarfafa ciki ya nuna alaƙa mai ƙarfi tare da riƙe na dogon lokaci ($r = 0.72$), ƙarfafa waje ya nuna alaƙa mai rauni amma har yanzu mai mahimmanci tare da aikin nan take ($r = 0.45$).
5. Aiwa
5.1 Misalan Lamba
Mai zuwa pseudocode yana nuna yadda za a iya aiwatar da dabarun ƙarfafa a cikin tsarin koyo na daidaitawa:
class Dabarun Ƙarfafa:
def __init__(self, bayanin ɗalibi):
self.dalibi = bayanin ɗalibi
self.matsakin_ƙarfafa = bayanin ɗalibi.maki_ƙarfafa
def aiwatar_tallafin_yancin_kai(self):
if self.matsakin_ƙarfafa > 0.7:
return self.bada_zabi()
else:
return self.gina_yancin_kai()
def bada_zabi(self):
"""Ba da zaɓin hanyoyin koyo ga ɗalibai masu ƙarfafa"""
zaɓuɓɓukan_koyo = self.samarda_hanyoyin_koyo()
return {
'dabarun': 'tallafin_yancin_kai',
'zaɓuɓɓuka': zaɓuɓɓukan_koyo,
'matsakin_ja-gora': 'ƙarami'
}
def gina_yancin_kai(self):
"""Sannu a hankali gina 'yancin kai ga ɗalibai masu ƙaramin ƙarfafa"""
return {
'dabarun': 'gina_yancin_kai',
'zaɓuɓɓukan_tsari': self.iyakataccen_zaɓuɓɓuka(),
'matsakin_ja-gora': 'matsakaici'
}5.2 Aiwatar da Gaba
Binciken yana da mahimman tasiri ga fasahar ilimi, shirye-shiryen horar da malamai, da haɓaka manhaja. Aiwatar da gaba ya haɗa da:
- Tsarin Koyo na Daidaitawa: Dandamali masu ƙarfin AI waɗanda ke daidaita dabarun ƙarfafa dangane da bayanan shigar ɗalibai na ainihin lokaci
- Ci gaban Ƙwararrun Malamai: Shirye-shiryen horarwa waɗanda ke mai da hankali kan ayyukan koyarwa na tallafin 'yancin kai
- Aiwatar da Al'adu Daban-daban: Faɗaɗa binciken zuwa wasu yanayin ilimi na Asiya tare da irin wannan yanayin al'adu
- Nazarin Tsawon Lokaci: Bin diddigin ƙarfafa da tsarin nasara a cikin tsawon lokaci
Bincike na Asali: Haɗa SDT a cikin Yanayin EFL
Wannan bincike yana ba da gudummawa mai mahimmanci ga fahimtar yadda Ka'idar Dogaro da Kai ke aiki a cikin ajujuwan EFL na Thailand. Binciken ya yi daidai da faɗaɗa binciken ilimin halayyar ilimi yayin da yake haskaka takamaiman al'adu. Idan aka kwatanta da yanayin ilimi na Yamma da aka bincika a cikin aikin SDT na asali na Ryan & Deci (2000), ajujuwan Thailand sun nuna nau'ikan musamman inda ƙimar al'adu na gama gari ke hulɗa tare da buƙatun 'yancin kai.
Hanyar binciken ta haɗa takaddun tambayoyi tare da lura da ajujuwa tana ba da ingantaccen triangulation na bayanai, kama da hanyoyin da aka yi amfani da su a cikin binciken ƙasa da ƙasa na Bernaus & Gardner (2008). Duk da haka, wannan binciken ya ƙara zurfi ta hanyar bincika musamman yanayin malami-dalibi a cikin tallafin 'yancin kai. Binciken cewa dabarun tallafin 'yancin kai suna da alaƙa da mafi girman aiki yana maimaita sakamakon daga Assor et al. (2005), amma tare da muhimman gyare-gyaren al'adu don yanayin Thailand.
A fasaha, binciken yana ba da gudummawa ga ma'aunin ilimi ta hanyar haɓaka kayan aikin tushen SDT waɗanda aka tabbatar a cikin yanayin Asiya. Tsarin tantancewar ƙarfafa za a iya haɗa shi tare da fasahar ilimi na zamani, kamar yadda CycleGAN (Zhu et al., 2017) ya canza sarrafa hoto ta hanyar koyo mara kulawa. Aikin gaba zai iya amfani da irin wannan hanyoyin marasa kulawa don gano ƙirar ƙarfafa a cikin manyan bayanan ilimi.
Gibin tsakanin ƙarfafa da aka ruwaito da ainihin nasarar koyo yana tayar da tambayoyi masu mahimmanci game da ingancin ma'auni da son zuciyar amsa ta al'adu. Wannan ya yi daidai da damuwar da aka tayar a cikin binciken ilimin halayyar al'adu (Heine et al., 2002) game da ma'aunin rahoton kai a cikin al'ummomin gama gari. Bincike na gaba ya kamata ya haɗa da ma'aunin ɗabi'a da nazarin koyo don dacewa da bayanan rahoton kai.
Daga hangen aiwatarwa, binciken ya nuna cewa shirye-shiryen ilimin malamai suna buƙatar horo na musamman a cikin dabarun tallafin 'yancin kai. Wannan na iya haɗawa da zaman koyarwa na ƙanana tare da amsa na ainihin lokaci, kama da samfuran horarwa na asibiti a cikin ilimin likitanci. Binciken kuma yana nuna ga haɓaka tallafin 'yancin kai wanda ya dace da al'adu wanda ke mutunta al'adun ilimin Thailand yayin haɓaka ƙarfafa ciki.
6. 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. Journal of Educational Psychology, 97(4), 684-699.
- 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.
- Gardner, R. C. (2007). Motivation and second language acquisition. Porta Linguarum, 8, 9-20.
- Heine, S. J., Lehman, D. R., Peng, K., & Greenholtz, J. (2002). What's wrong with cross-cultural comparisons of subjective Likert scales? Journal of Personality and Social Psychology, 82(6), 903-918.
- 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.
- Zhu, J. Y., Park, T., Isola, P., & Efros, A. A. (2017). Unpaired image-to-image translation using cycle-consistent adversarial networks. Proceedings of the IEEE International Conference on Computer Vision, 2223-2232.