پویایی‌ عاطفی در فراگیری زبان انگلیسی به‌عنوان زبان خارجی در ایران: بررسی خستگی تحصیلی، بهزیستی روان‌شناختی و تنظیم هیجان

نوع مقاله : مقاله پژوهشی

نویسندگان

مکرمه بیات ¹

محمد داودی ²

سید محمد رضا امیریان ²

سید محمد رضا عادل ³

¹ دانشجوی دکتری آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشگاه حکیم سبزواری.

² دانشیار آموزش زبان انگلیسی، گروه زبان و ادبیات انگلیسی، دانشگاه حکیم سبزواری.

³ دانشیار آموزش زبان انگلیسی. گروه زبان و ادبیات انگلیسی، دانشگاه فردوسی مشهد.

10.22067/jlkd.2025.95612.1347

چکیده

این پژوهش پدیدارشناختی، تجربه زیسته دانشجویان ایرانی در فراگیری زبان انگلیسی به‌عنوان زبان خارجی را بررسی می‌کند. مطالعه حاضر به تحلیل رابطه میان بهزیستی روان‌شناختی، خستگی تحصیلی و تنظیم هیجان و تأثیر این عوامل بر تسلط زبانی می‌پردازد. این تحقیق بر بنیادهای نظری مانند نظریه خود تعیین‌گری (Self-Determination Theory) (Ryan & Deci, 2000)، نظریه جریان (Flow Theory) (Foley & Thompson, 2017) و مدل پرما (PERMA) (Seligman & Csikszentmihalyi, 2000) استوار است و به بررسی بازتاب این عناصر عاطفی در محیط آموزشی پرتنش و آزمون ‌محور می‌پردازد. از میان 100 دانشجوی اولیه، نمونه‌ای هدفمند شامل 30 نفر بر اساس سطح تسلط بر زبان، سن و جنسیت انتخاب شد و تا رسیدن به سطح اشباع داده‌ها، ادامه یافت. داده‌ها با استفاده از سه ابزار پژوهش شامل دفترچه‌های یادداشت تأملی، 120 ساعت مشاهده کلاسی و دو مرحله مصاحبه نیمه‌ ساختاریافته با هر آزمودنی جمع‌آوری شد. تحلیل مضمون‌های اصلی با استفاده از نرم‌افزار مکس کیودا (MAXQDA) سه موضوع اصلی را آشکار کرد: (1) اثرات مخرب خستگی تحصیلی ناشی از یکنواختی آموزشی، (2) نقش حمایتی بهزیستی روان‌شناختی در تقویت تاب‌آوری و (3) تأثیر راهبردهای تنظیم هیجان برای رفع چالش‌های پیش روی فراگیران زبان. بر پایه یافته‌های پژوهش، مدلی نوین و فرهنگ‌ محور از فراگیری زبان ارائه شد که روابط دوسویه متأثر متغیرها را نشان می‌دهد. این پژوهش با برجسته کردن ظرافت‌های عاطفی فرهنگ شرق، به غنی‌سازی مطالعات یادگیری زبان دوم کمک می‌کند و دلالت‌های آموزشی برای برنامه‌های آموزشی به‌منظور بهبود میزان یادگیری و تسلط بر زبان انگلیسی ارائه می‌دهد.

کلیدواژه‌ها

تسلط زبانی

بهزیستی روان‌شناختی

تنظیم هیجان

پدیدارشناسی

خستگی تحصیلی

عناصر فرهنگی زبان

موضوعات

• روان شناسی زبان

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عنوان مقاله English

Affective Dynamics in Iranian EFL Learning: Exploring Boredom, Well-Being, and Emotion Regulation

نویسندگان English

Mokarrameh Bayat ¹

Mohammad Davoudi ²

Seyyed Mohammad Reza Amirian ²

Seyyed Mohammad Reza Adel ³

¹ PhD Candidate of TEFL. Department of English Language and Literature, Hakim Sabzevari University.

² Associate Professor of TEFL. Department of English Language and Literature, Hakim Sabzevari University.

³ Associate Professor of TEFL. Department of English Language and Literature, Ferdowsi University of Mashhad

چکیده English

This phenomenological study explores the lived experiences of Iranian university students learning English as a Foreign Language (EFL). It examines the interplay between academic boredom, psychological well-being, and emotion regulation, and how these factors collectively influence language proficiency. Grounded in Self-Determination Theory (SDT; Ryan & Deci, 2000), Flow Theory (FT; Foley & Thompson, 2017), and the PERMA model (Seligman & Csikszentmihalyi, 2000), this research investigates how these affective elements manifest in a high-stakes, exam-focused educational environment. From an initial group of 100 students, a purposive sample of 30 was selected based on diversity in proficiency, age, and gender, with data saturation determining the final subset. Data were collected through reflective journals, 120 hours of classroom observations, and two rounds of semi-structured interviews with each participant. Thematic analysis using MAXQDA revealed three key themes: 1) the detrimental effects of academic boredom stemming from pedagogical monotony and relational gaps, 2) the supportive role of well-being in fostering resilience through feelings of accomplishment and meaning, and 3) emotion regulation strategies, such as cognitive reappraisal, that help students overcome challenges. The findings present a novel, culture-specific model illustrating the bidirectional relationships influenced by exam-related stress. This research enhances second language acquisition (SLA) studies by highlighting non-Western affective nuances and offers pedagogical recommendations for integrating emotional elements into curricula to improve student engagement and proficiency.

کلیدواژه‌ها English

emotional dynamics

academic boredom

psychological well-being

emotion regulation

phenomenology

Authors retain the copyright. This is an open access article distributed under Creative Commons Attribution 4.0
International License (CC BY 4.0). https://creativecommons.org/licenses/by/4.0/

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