O impacto das expectativas individuais e de grupo sobre a autoimagem e a compreensão de leitura de alunos de Efl iranianos
DOI:
https://doi.org/10.20952/revtee.v14i33.15298Palavras-chave:
Expectativa baseada no indivíduo, Expectativa baseada em grupo, Autoimagem alta e baixa, Compreensão de leitura, Aluno intermediário de EFLResumo
O estudo examinou o efeito das expectativas individuais e baseadas em grupo na autoimagem dos alunos de EFL e na compreensão de leitura. Este estudo explorou a efetividade das expectativas individuais e expectativas baseadas em grupo na melhoria da autoimagem e compreensão de leitura entre alunos de EFL. Para fazer isso, 50 de 120 alunos de EFL iranianos foram escolhidos como a amostra do estudo e eles foram divididos em dois grupos de Instrução de Expectativa baseada no Individual e Instrução de Expectativa baseada em Grupo, receberam cinco sessões de instrução junto com alguns tipos de expectativas e fez dois tipos de teste de leitura e autoimagem como pré e pós-teste. Em geral, os resultados não mostraram diferença significativa entre os escores médios dos dois grupos no pós-teste de autoimagem. Os resultados revelaram que o grupo de expectativas individuais superou significativamente o grupo de expectativas baseadas em grupo no pós-teste de compreensão de leitura. Os resultados sugerem que o uso de diferentes formas de expectativas nas aulas de línguas pode ser fundamental para melhorar a autoimagem dos alunos e a compreensão de leitura.
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Referências
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Araujo, A., & Silva, I. P. (2020). Maker culture and educational robotics in physics teaching: developing an automated traffic light in high school. Journal of Research and Knowledge Spreading, 1(1), e11654.
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Jussim, L., & Eccles, J. (1992) Teacher expectations: Construction and reflection of student achievement. Journal of Personality and Social Psychology, 63, 947–961.
Kolb, K. J., & Jussim, L. (1994). Teacher expectations and underachieving gifted children. Roeper Review, 17, 26–30.
Kverndokken, K. (2012). 101 måter å lese leseleksa på. Bergen: Fagbokforlaget.
Lundahl, B. (1998). Engelsk Språkdidaktik. Texter, kommunikation, språkutveckling. Lund: Studentlitteratur AB.
Roe, A. (2014). Lesedidaktikk – etter den første leseopplæringen. Oslo: Universitetsforlaget.
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. New York, NY: Holt, Rinehart & Winston.
Rotter, J. (1966) Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1-28.
Rodrigues, B. M., Santos, J. E. B., & Vasconcelos, C. A. (2020). Conceptions of undergraduate students in Chemistry on the use of interactive interfaces in and for the activities developed in the distance course. Journal of Research and Knowledge Spreading, 1(1), e11649
Rubie-Davies, C. M., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76(3), 429–444.
Santos, J. E. B. (2020). Cartographic narratives: the teaching of mathematics and ICT. Journal of Research and Knowledge Spreading, 1(1), e11645
Scott-Jones, D., & Clark, M. L. (1986). The school experiences of black girls: The interaction of gender, race or ethnicity, and socioeconomic status. Phi Delta Kappan, 67(7), 520–526.
Silva, C. V. S., & Santos, G. O. (2020). Digital interfaces: a methodological proposal as a strategy of teaching and learning in Mathematics classes. Journal of Research and Knowledge Spreading, 1(1), e11651.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
Tolman, E. C. (1938). The determiners of behavior at choice point. Psychological Review, 45: 1–41.
Tornberg, U. (2000). Språkdidaktikk. (2.nd edition). Bergen: Fagbokforlaget.
Wigfield, A. & Tonks, S. (2004). The development of motivation for reading and how it is influenced by CORI. In: J.T. Guthrie, A. Wigfield & K.C. Perencevich (Eds). Motivating reading comprehension: Concept oriented reading instruction. (pp. 249272). Mahwah, NJ: Erlbaum.
Williams, M. & Burden, R. (1999). Students’ developing conceptions of themselves as language learners. The Modern Language Journal, 83,193-201.
Williams, M., Burden, R. & Al-Baharna, S. (2001). Making sense of success and failure: the role of the individual in motivation theory. IN Dörnyei, Z. & Schmidt, R. (Eds.), Motivation and second language acquisition. Manoa, HI, University of Hawai'i.
Zuroff, D. C., & Rotter, J. B. (1985). A history of the expectancy concept in psychology. In J. B. Dusek (Ed.), Teacher. expectancies (pp. 9–36). Hillsdale, NJ: Erlbaum.
Araujo, A., & Silva, I. P. (2020). Maker culture and educational robotics in physics teaching: developing an automated traffic light in high school. Journal of Research and Knowledge Spreading, 1(1), e11654.
Babad, E. (1993). Pygmalion: 25 years after interpersonal expectations in the classroom. In P. D. Blank (Ed.), Interpersonal expectations: Theory, research, and application. Studies in emotional and social interactions (pp. 125–153). Cambridge, UK: Cambridge University Press.
Biancarosa, G., & Snow, C. E. (2004). Reading next-A vision for action and research in middle and high school literacy: A report from Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
Bråten, I. (red.). (2007). Leseforståelse. Lesing i kunnskapssamfunnet – teori og praksis. Oslo: Cappelen Akademisk Forlag.
Bråten, I. & Strømsø, M. (2011). Measuring strategic processing when students read multiple texts. Metacognition and Learning, 6(2), 111-130.
Brito, R. dos S., Prado, J. R., & Nunes, C. P. (2017). As condições de trabalho docente e o pós-estado de bem-estar social. Revista Tempos e Espaços em Educação, 10(23), 165-174.
Brophy, J. (2009) Connecting with the big picture. Educational Psychologist, 44: 147-157.
Cook, V. (2008). Second Language Learning and Language Teaching. Oxford: Oxford University Press.
Chapman, J. W. & Tunmer, W. E. (2003). Reading difficulties, reading-related self-perceptions, and strategies for overcoming negative self-beliefs. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19, 5-24.
Chapman, J. W., Tunmer, W. E. & Prochnow, J. E. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92, 703-708.
Gough, P. & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10.
Guthrie, J. T. & Wigfield, A. (2000). Engagement and motivation in reading. Handbook of reading research, 3, 403-422.
Guthrie, J. T., Wigfield, A. & Perencevich, K. C. (2004a). Scaffolding for motivation and engagement in reading. In: J. T. Guthrie, A. Wigfield & K. C. Perencevich (Eds). Motivating reading comprehension: Concept oriented reading instruction (pp. 55-86). Mahwah, NJ: Erlbaum.
Jussim, L., & Eccles, J. (1992) Teacher expectations: Construction and reflection of student achievement. Journal of Personality and Social Psychology, 63, 947–961.
Kolb, K. J., & Jussim, L. (1994). Teacher expectations and underachieving gifted children. Roeper Review, 17, 26–30.
Kverndokken, K. (2012). 101 måter å lese leseleksa på. Bergen: Fagbokforlaget.
Lundahl, B. (1998). Engelsk Språkdidaktik. Texter, kommunikation, språkutveckling. Lund: Studentlitteratur AB.
Roe, A. (2014). Lesedidaktikk – etter den første leseopplæringen. Oslo: Universitetsforlaget.
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. New York, NY: Holt, Rinehart & Winston.
Rotter, J. (1966) Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1-28.
Rodrigues, B. M., Santos, J. E. B., & Vasconcelos, C. A. (2020). Conceptions of undergraduate students in Chemistry on the use of interactive interfaces in and for the activities developed in the distance course. Journal of Research and Knowledge Spreading, 1(1), e11649
Rubie-Davies, C. M., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76(3), 429–444.
Santos, J. E. B. (2020). Cartographic narratives: the teaching of mathematics and ICT. Journal of Research and Knowledge Spreading, 1(1), e11645
Scott-Jones, D., & Clark, M. L. (1986). The school experiences of black girls: The interaction of gender, race or ethnicity, and socioeconomic status. Phi Delta Kappan, 67(7), 520–526.
Silva, C. V. S., & Santos, G. O. (2020). Digital interfaces: a methodological proposal as a strategy of teaching and learning in Mathematics classes. Journal of Research and Knowledge Spreading, 1(1), e11651.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
Tolman, E. C. (1938). The determiners of behavior at choice point. Psychological Review, 45: 1–41.
Tornberg, U. (2000). Språkdidaktikk. (2.nd edition). Bergen: Fagbokforlaget.
Wigfield, A. & Tonks, S. (2004). The development of motivation for reading and how it is influenced by CORI. In: J.T. Guthrie, A. Wigfield & K.C. Perencevich (Eds). Motivating reading comprehension: Concept oriented reading instruction. (pp. 249272). Mahwah, NJ: Erlbaum.
Williams, M. & Burden, R. (1999). Students’ developing conceptions of themselves as language learners. The Modern Language Journal, 83,193-201.
Williams, M., Burden, R. & Al-Baharna, S. (2001). Making sense of success and failure: the role of the individual in motivation theory. IN Dörnyei, Z. & Schmidt, R. (Eds.), Motivation and second language acquisition. Manoa, HI, University of Hawai'i.
Zuroff, D. C., & Rotter, J. B. (1985). A history of the expectancy concept in psychology. In J. B. Dusek (Ed.), Teacher. expectancies (pp. 9–36). Hillsdale, NJ: Erlbaum.
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Publicado
2021-02-27
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Salehi, E., Ameri, A.-R., & Abbasian, G.-R. (2021). O impacto das expectativas individuais e de grupo sobre a autoimagem e a compreensão de leitura de alunos de Efl iranianos. Revista Tempos E Espaços Em Educação, 14(33), e15298. https://doi.org/10.20952/revtee.v14i33.15298
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