تأثير تقييم الأقران على ميل طالبات الجامعة الليبيات اللاتي يدرسن اللغة الإنجليزية كلغة أجنبية إلى التحدث باللغة الإنجليزية داخل وخارج الفصل الدراسي: دراسة استقصائية
DOI:
https://doi.org/10.65417/ljere.v2i1.95الكلمات المفتاحية:
اللغة الإنجليزية كلغة أجنبية، طالبات، ليبيا، تقييم الأقران، التحدثالملخص
تُؤثر ملاحظات الأقران بشكلٍ كبير على مهارات التحدث باللغة الإنجليزية لدى الطلاب. تهدف هذه الدراسة إلى استكشاف تصورات طالبات اللغة الإنجليزية كلغة أجنبية في ليبيا حول تأثير ملاحظات الأقران على مهاراتهن في التحدث داخل وخارج الفصل الدراسي. تستخدم الدراسة المنهج الكمي الاستقصائي، حيث جُمعت البيانات من خلال استبيان وُزِّع عشوائيًا على 30 طالبة من طالبات اللغة الإنجليزية كلغة أجنبية في جامعة طرابلس. حُلِّلت البيانات باستخدام الإحصاء الوصفي في صورة نسب مئوية. تُشير النتائج إلى أن الطالبات يُدركن دور ملاحظات الأقران في تحسين الطلاقة وتعزيز الثقة في التحدث. كما تُبرز النتائج أهمية أنشطة الأقران في الحد من القلق وتعزيز رغبة الطالبات في التحدث. علاوة على ذلك، تُؤكد النتائج على أن خلق بيئة محترمة وخالية من الأحكام المسبقة أمرٌ أساسي لتعزيز الثقة في التحدث. من خلال تحديد كيفية دعم تفاعلات الأقران أو تثبيطها لرغبة الطالبات في التحدث، تُمكن هذه الدراسة المعلمين والإداريين من فهم أهمية تهيئة بيئة تعليمية آمنة نفسيًا ومحفزة. تدعو الدراسة إلى تصميم أنشطة صفية وأنظمة دعم تُركز على الأقران بهدف تحسين طلاقة طالبات اللغة الإنجليزية كلغة أجنبية في ليبيا وكفاءتهن التواصلية.
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