Саморегулируемая модель обучения для улучшения навыков чтения учащихся EFL и их интеллект

Саморегулируемое обучение рассматривается в качестве решения проблем, возникающих в ходе изучения английского языка в неанглоязычной среде. Предполагается, что учащиеся могут сами устанавливать цели обучения и добиваться прогресса в их достижении, регулировать учебный процесс, используя свои мысли, чувства и действия в соответствии с поставленными целями. Это может быть реализовано, поскольку считается, что учащиеся обладают потенциалом контролировать, упорядочивать и мониторить свое обучение, контролировать и корректировать стратегии обучения. Занятия в классе могут ускорить переход к саморегулируемому обучению. Надлежащие учебные материалы имеют решающее значение для развития интеллекта и улучшения навыков чтения, в связи с этим разработка саморегулируемых учебных материалов становится чрезвычайно важной. Исследование направлено на разработку саморегулируемых учебных материалов для улучшения навыков чтения учащихся старших классов исламских средних школ и их интеллекта. Для достижения цели исследования использовался метод R&D, состоящий из четырех этапов: определения, проектирования, доработки и распространения. При сборе данных использовались три инструмента, а именно: листы наблюдений, рекомендации по проведению интервью и анкеты. Результаты показали, что учащиеся EFL стали более самостоятельны в совершенствовании своих навыков чтения. Эта модель была внедрена в старших классах исламских школ для улучшения навыков чтения учащихся и их интеллекта. Уровень интеллекта – это атрибутивная переменная, которая, как ожидается, окажет влияние на навыки чтения учащихся. Материалы разработаны в соответствии с основными и стандартными компетенциями, предусмотренными в учебной программе исламских старших классов средней школы. Результаты этого исследования показывают, что модель S-RLM способна улучшить навыки чтения учащихся, а уровень интеллекта учащихся оказывает сильное влияние на понимание прочитанного. 

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