بررسی تأثیر طرز فکر زبانی و جنسیت بر بهبود مهارت‌های زبان‌آموزی در دانشجویان ایرانی: یک تحلیل روان‌شناختی زبان

نوع مقاله : مقاله پژوهشی

نویسندگان

اصغر مولوی‌نافچی ¹

مسعود مداحیان ²

محمد حسین ارس خان ³

¹ استادیار گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران.

² مدرس مدعو گروه زبان و ادبیات انگلیسی. دانشکده ادبیات و علوم انسانی. دانشگاه اصفهان. اصفهان. ایران.

³ استادیار زبان و ادبیات انگلیسی، دانشکده زبان و ادبیات، دانشگاه یزد، یزد، ایران.

10.22067/jlkd.2026.96173.1364

چکیده

پژوهش حاضر به بررسی رابطه میان طرز فکر، جنسیت و بهبود مهارت نگارشی بین دانشجویان ایرانی رشتۀ ادبیات انگلیسی می‌پردازد و مشخصاً (۱) انواع طرز فکر زبانی (پویا یا ایستا) این دانشجویان را نسبت به نگارش به‌مثابه یک مهارت زبانی، (۲) تأثیر جنسیت بر طرز فکرهای نوشتاری و (۳) چگونگی اثرگذاری نوع طرز فکر زبانی بر عملکرد نگارشی بررسی می‌کند. بدین منظور، یک طرح پژوهشی کمی و مقطعی به کار گرفته شد و داده‌ها با استفاده از پرسشنامۀ طرز فکر و ارزیابی‌های زمان‌بندی‌شدۀ مقاله‌نویسی، گردآوری شد. ۱۶۰ دانشجوی کارشناسیِ ۱۸ تا ۲۴ ساله در این پژوهش شرکت داشتند که از این میان، ۷۸ نفر در گروه طرز فکر زبانی پویا و ۶۷ نفر در گروه طرز فکر زبانی ایستا طبقه‌بندی شدند. شرکت‌کنندگان دارای گرایش‌های طرز فکر زبانی ترکیبی، از تحلیل‌های نهایی حذف شدند. نتایج حاصل از آمار توصیفی و استنباطی حاکی از آن بود که اکثریت شرکت‌کنندگان، دارای طرز فکر پویا بوده و نمرات طرز فکر پویا به‌طور معناداری از نمرات طرز فکر ایستا فراتر رفته است (p کمتر از ۰٫۰۰۱). مقایسه‌های مبتنی بر جنسیت، تفاوت معناداری را در جهت‌گیری طرز فکر نشان نداد که این امر، گویای عدم تأثیر جنسیت بر طرز فکر نگارشی دانشجویان است. با این حال، مشخص شد که نوع طرز فکر زبانی، تأثیر معناداری بر عملکرد نگارشی دارد؛ تا آنجا که دانشجویان دارای طرز فکر پویا در مقایسه با افراد دارای طرز فکر ایستا، عملکرد بهتری در تکالیف نوشتاری داشتند (p کمتر از ۰٫۰۰۱). افزون بر این، نتایج آزمون تی وابسته حاکی از بهبود معنادار عملکرد نگارشی در گروه طرز فکر پویا به مرور زمان بود، اما در گروه طرز فکر ایستا، پیشرفت قابل ‌ملاحظه‌ای مشاهده نشد. یافته‌های این پژوهش با تأکید بر نقش حیاتی طرز فکر زبانی در توسعۀ مهارت نگارشی زبان دوم، مزایای بالقوۀ پرورش طرز فکر زبانی پویا در زبان‌آموزان را پررنگ می‌کند.

کلیدواژه‌ها

طرز فکر زبانی

تفاوت‌های جنسیتی

بهبود مهارت نگارشی در زبان دوم

روانشناسی زبان

موضوعات

• روان شناسی زبان

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عنوان مقاله English

Examining the Impact of Language Mindset and Gender on the Improvement of Language Learning Skills among Iranian Students: A Psychological Analysis of Language

نویسندگان English

Asghar Moulavinafchi ¹

Masoud Madahiian ²

Muhammad Hussein Oroskhan ³

¹ Assistant Professor, English Language and Literature Department, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran.

² Adjunct Lecturer, PhD in English Language and Literature, Department of English Language Teaching, Faculty of Literature and Humanities, University of Isfahan, Isfahan, Iran.

³ Assistant Professor, English Department, Faculty of Languages and Literature, Yazd University, Yazd, Iran.

چکیده English

This study investigates the relationship between mindset, gender, and writing development among Iranian university students majoring in English Literature. Specifically, it examines 1) the types of language mindsets (growth or fixed) these students hold regarding writing as a language skill, 2) the influence of gender on writing mindsets, and 3) how language mindset type affects their writing performance. A quantitative, cross-sectional design was employed, using a mindset questionnaire and timed essay-writing assessments. The study involved 160 undergraduate students aged 18–24, of whom 78 were categorized as having a language growth mindset, and 67 as having a language fixed mindset. Participants with mixed language mindset tendencies were excluded from further analysis. Descriptive and inferential statistics revealed that the majority of participants exhibited a growth mindset, with growth mindset scores significantly exceeding fixed mindset scores (p <.001). Gender comparisons showed no statistically significant differences in mindset orientation, suggesting that gender does not influence students’ writing mindsets. However, language mindset type was found to significantly impact writing performance. Students with a growth mindset demonstrated superior performance in writing tasks compared to those with a fixed mindset (p <.001). Besides, paired samples t-tests showed significant improvement in writing performance among the growth mindset group over time, while the fixed mindset group exhibited no substantial progress. Findings highlight the critical role of language mindset in L2 writing development, stressing the potential benefits of fostering a language growth mindset in language learners.

کلیدواژه‌ها English

Language Mindset

Gender Differences

L2 Writing Development

Psychology of Language

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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