PE‌ 218

The Relationship between Graduate EFL Learner's Academic Self–Efficacy, Autonomy, and Critical Thinking Disposition at Web-based Distance Learning Program

كارشناسي ارشد

زبان و ادبيات انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

1401/04/11

106ص.

درجه ارزشيابي:بسيارخوب

هدي ديوسر

نيلوفر منصوري

Autonomy , Critical Thinking , Self-Efficacy , Web-based Distance Learning Program

ديوسر،هدي،راهنما , منصوري،نيلوفر،مشاور

The present study investigated the relationship among graduate EFL learners' academic self-efficacy(S-E), autonomy (AUT), and critical thinking disposition (CTD) in a web-based distance learning program(W-BDLP). In this research 79 graduate male and female students answered three questionnaires, namely, California Critical Thinking Dispositions Inventory (CCTDI), Learner Autonomy Questionnaire (LAQ), and the Self-Efficacy for Learning Form. All of the participants were students of the web-based distance learning program. The results of the Pearson correlation coefficient revealed statistically significant correlations between these three variables. The magnitude of the relationship between S-E and AUT was greater than the association between S-E and CTD as well as CTD and AUT. The results showed that higher levels of S-E led to higher scores of AUT. In addition, the higher perceived S-E led individuals to adopt higher CTDs. The participants’ AUT was also associated positively with their CTD. This study aimed to help students, teachers, and course designers to promote CT and, S-E and AUT seriously and practically in their future programs and to help students to learn to be good critical thinkers, efficacious and autonomous.

1403/02/05

منتخبي

74979