Earticle

The journey of the English language textbook in Malaysia across the past seven decades has experienced numerous changes, partly due to the nation’s status as newly independent nation. Malaysia has a multi-racial, multi-religious population and inherited the English language from its colonized past. The urban-rural divide and the multitude of school types which range from Malay-medium to vernacular (Mandarin and Tamil) on one hand and the private international schools where English is the medium of instruction (and the IGCSE curriculum is in use) on the other, makes materials-based investigation fascinating. The purpose of this chapter is to determine how the sociological concepts of representation, social re-engineering, and agendas of the state influence selection of content in textbooks; and how these intrusions affect the textbook as artifact in terms of situational and linguistic realism and in other aspects such as appropriateness in terms of the principles of language acquisition. What implications these intrusions have on learning-teaching will also be discussed. Experts wonder if decisions made with regards content selection only took into consideration social reengineering agendas. Many believed pedagogical considerations were side-stepped in the evolution of the state-sponsored textbook. This article will show how hybridization processes turned the Malaysian textbook into a unique localized artifact and how these motives were later abruptly abandoned to make way for the global textbook, mainly due to the sudden emergence and importance placed on the CEFR. Teachers could benefit from this awareness of how this extra agenda added to language textbooks can either have adverse effects on language learning and acquisition because of a lack of fit to young adult interests, or perhaps inadvertently, help make them more accessible to learners in terms of aspects of cultural familiarity.

Perjalanan buku teks bahasa Inggeris di Malaysia sepanjang tujuh dekad yang lalu telah mengalami banyak perubahan, sebahagiannya disebabkan oleh status negara sebagai negara yang baru merdeka. Malaysia mempunyai penduduk berbilang kaum, agama dan mewarisi bahasa Inggeris dari zaman penjajahan dahulu. Jurang bandar-luar bandar dan pelbagai jenis sekolah yang terdiri daripada bahasa pengantar Melayu hingga vernakular (Mandarin dan Tamil) di satu pihak dan sekolah antarabangsa swasta di mana bahasa Inggeris adalah bahasa pengantar (dan kurikulum IGCSE digunakan) pada lain, menjadikan penyiasatan berasaskan bahan menarik. Tujuan bab ini adalah untuk menentukan bagaimana konsep sosiologi perwakilan, kejuruteraan semula sosial, dan agenda negara mempengaruhi pemilihan kandungan dalam buku teks; dan bagaimana pencerobohan ini mempengaruhi buku teks sebagai artifak dari segi realisme situasi dan linguistik dan dalam aspek lain seperti kesesuaian dari segi prinsip pemerolehan bahasa. Apakah implikasi pencerobohan ini terhadap pembelajaran-pengajaran juga akan dibincangkan. Pakar tertanya-tanya sama ada keputusan yang dibuat berkaitan pemilihan kandungan hanya mengambil kira agenda kejuruteraan semula sosial. Ramai yang percaya pertimbangan pedagogi telah dipinggirkan dalam evolusi buku teks tajaan kerajaan. Artikel ini akan menunjukkan bagaimana proses hibridisasi menjadikan buku teks Malaysia sebagai artifak setempat yang unik dan bagaimana motif ini kemudiannya ditinggalkan secara tiba-tiba untuk memberi laluan kepada buku teks global, terutamanya disebabkan oleh kemunculan mendadak dan kepentingan diletakkan pada CEFR. Guru boleh mendapat manfaat daripada kesedaran ini tentang bagaimana agenda tambahan yang ditambahkan pada buku teks bahasa ini boleh memberi kesan buruk terhadap pembelajaran dan pemerolehan bahasa kerana kurang sesuai dengan minat dewasa muda, atau mungkin secara tidak sengaja, membantu menjadikannya lebih mudah diakses oleh pelajar dari segi aspek keakraban budaya.

Despite the abundance of studies on EFL students’ online informal learning of English (OILE), EFL teachers’ OILE practice has been left largely unexplored. Considering that EFL teachers are instrumental in providing support and guidance for students’ OILE, the present study attempted to provide holistic and updated empirical evidence of EFL teachers’ OILE, addressing these research questions: (1) What OILE activities do EFL teachers know and practice? and (2) How do EFL teachers perceive OILE benefits to their language skills? The study was conducted based on explanatory sequential mixed method design involving 219 EFL teachers teaching at junior and senior high schools. The data were collected using an online questionnaire and semi-structured in-depth interviews with 15 selected teachers and analyzed using descriptive statistics and thematic analysis. The study revealed that despite their unfamiliarity with the OILE concept, EFL teachers practiced OILE and perceived OILE positively and considered OILE to be beneficial in maintaining and improving their English. However, most of the EFL teachers have practiced OILE in low frequency. They reported that their low OILE practice level was attributed to lack of time, struggle for English, unfamiliarity with OILE activities, fear of making mistakes, and fear of judgment.

Meskipun penelitian tentang praktik pembelajaran bahasa Inggris informal online (OILE) yang dilakukan oleh pembelajar bahasa Inggris telah banyak dilakukan, namun praktik OILE oleh guru bahasa Inggris masih sangat jarang diteliti. Dengan mempertimbangkan pentingnya peran guru bahasa Inggris dalam mendukung dan membimbing praktik OILE para siswa, maka penelitian ini berusaha untuk memberikan bukti empiris mutakhir yang lebih holistik mengenai praktik OILE yang dilakukan oleh para guru bahasa Inggris melalui dua pertanyaan penelitian: (1) Kegiatan OILE apa yang diketahui dan dipraktikkan guru? serta (2) Bagaimana persepsi guru terhadap manfaat OILE bagi pengembangan bahasa Inggris mereka? Penelitian ini menggunakan rancangan explanatory sequential mixed method dan melibatkan 219 guru bahasa Inggris yang mengajar di SMP dan SMA. Pengumpulan data dilakukan dengan menggunakan kuesioner secara daring dan wawancara mendalam semi terstruktur dengan 15 orang guru terpilih, serta dianalisis dengan statistik deskriptif dan analisis tematik. Penelitian ini mengungkapkan bahwa meskipun para guru bahasa Inggris tidak mengenal istilah dan konsep OILE, namun sejatinya para guru bahasa Inggris telah mempraktikkan OILE, memiliki persepsi positif terhadap OILE, dan memiliki persepsi bahwa OILE bermanfaat dalam mempertahankan dan meningkatkan kemampuan bahasa Inggris mereka. Namun, sebagian besar guru bahasa Inggris baru mempraktikkan OILE dalam frekuensi yang rendah. Para guru menyatakan bahwa rendahnya frekuensi praktik OILE mereka disebabkan oleh terbatasnya waktu senggang mereka, kurangnya pemahaman bahasa Inggris, ketidaksukaan akan kegiatan OILE tertentu, rasa takut membuat kesalahan, dan rasa takut dihakimi.

To the prominence of motivation theory in language learning literature, attendant research has remained constrained to its cross-sectional implications for learning achievement. This study, however, examined whether exposure to foreign languages at an early age may determine children’s future motivation for learning such languages in an instructed context. A two-scale questionnaire was specifically designed to study (i) the quality and amount of such exposure in the formative years of 321 primary school pupils and (ii) its bearing on their motivational disposition. Results suggested that systematic exposure to foreign languages had a significant positive bearing on their motivational orientations. Much of this significance appeared with the educational background of the family, yet factors such as the area of residence and the quality of preschool education were equally important. In view of these results, stakeholders may invest in the exposure concept within a child-pedagogically-friendly framework (e.g., the awakening-to-languages approach) to develop motivation from the ground up.

Malgré l'abondance d'études sur la motivation dans le domaine de l'apprentissage des langues, la recherche associée est restée limitée à ses implications transversales pour la réussite de l'apprentissage. Cette étude visait cependant à examiner si l'exposition à des langues étrangères à un âge précoce peut déterminer la motivation future des enfants à apprendre ces langues dans un contexte enseigné. Un questionnaire à deux échelles a été spécifiquement conçu pour étudier (i) la qualité et la quantité d'une telle exposition au cours des années de formation de 321 élèves du primaire et (ii) son influence sur leur disposition motivationnelle. Les résultats suggèrent que l'exposition systématique aux langues étrangères a eu une incidence positive significative sur leurs orientations motivationnelles. Une grande partie de cette importance est apparue avec le niveau d'éducation de la famille, mais des facteurs tels que le lieu de résidence et la qualité de l'éducation préscolaire étaient tout aussi importants. En référence à ces résultats, les professionnels axés sur l'éducation des langues peuvent investir dans le concept d'exposition dans un cadre pédagogique adapté aux enfants (par exemple, l'approche d'éveil aux langues) pour développer la motivation dès les premiers stades.

This study explored strategy use as metacognition in action among tertiary-level learners in an input-poor EFL context of Bangladesh. It specifically investigated relationship between strategy use and listening comprehension and differences between the less successful listeners (LSLs) and the more successful listeners (MSLs) in two conditions- off-line, perceived and on-line, task-based. Employing an explanatory mixed-methods design, data were collected in two phases: 1) perceived strategy use via a Listening Strategy Questionnaire and listening comprehension via a practice IELTS test from a larger sample of 388, 2) task-based strategy use via think aloud protocols and listening task performance from a subsample of 30. Data were analysed using Correlations and ANOVA in Phase I, and content analysis (Correlations and Mann-Whitney U) and thematic analysis in Phase II. Contrary to almost no significant findings in perceived strategy use, task-based strategy use revealed significant correlations for overall metacognitive strategies and several individual strategies. Task-based strategy use further revealed both significant and in-depth differences in strategy orchestration between the LSLs and MSLs. The study has methodological and pedagogical implications: triangulation of findings advocates for think aloud technique as a more productive and reliable tool; EFL listeners (particularly the LSLs) can benefit from the dynamic strategic behaviour of the MSLs.

এই গেবষণা􀎜ট বাংলােদেশর ইনপুট-দির􀏒 ইএফএল ে􀏕􀏠াপেট িব􀑩িবদ􀒝ালেয়র িশ􀏠াথ􀎻েদর মেধ􀒝 কেম􀎺 েমটােকাগিনশন িহসােব েকৗশল ব􀒝বহার অে􀑃ষণ কেরেছ। িবেশষ কের এ􀎜ট ইংের􀎝জেত 􀏜বণ দ􀏠তা এবং েকৗশল ব􀒝বহার এর মেধ􀒝 স􀑕ক􀎺 এবং কম সফল ে􀏜াতােদর (এলএসএল) এবং েবিশ সফল ে􀏜াতােদর (এমএসএল) মেধ􀒝 েকােনা পাথ􀎺ক􀒝 আেছ িক না তা দু􀎜ট অব􀑸ায় তদ􀐾 কেরেছ - অফ-লাইন, অনুভূত এবং অন-লাইন, কাজ-িভি􀐫ক। এক􀎜ট িম􀏜 গেবষণা প􀐴িত 􀏕েয়াগ কের, দু􀎜ট পয􀎺ােয় তথ􀒝উপা􀐫 সং􀏂হ করা হয়ঃ ১) এক􀎜ট 􀏜বণ েকৗশল সং􀎿া􀐾 􀏕􀑨াবলীর মাধ􀒝েম ৩৮৮ অংশ􀏂হণকারীর কাছ েথেক অনুভূত েকৗশল ব􀒝বহার এর তথ􀒝 সং􀏂হ করা হয় এবং 􀏕াক􀎜টস আইএল􀎜টএস এর মাধেম তােদর 􀏜বণ দ􀏠তার ফলাফলও সং􀏂হ করা হয় । 2) িথংক এলাউড ে􀏕ােটাকল এর মাধ􀒝েম বৃহ􀐫র দেলর মেধ􀒝 ৩০ জন অংশ􀏂হণকারীর িনকট েথেক কাজ-িভি􀐫ক েকৗশল ব􀒝বহার এর তথ􀒝 সং􀏂হ করা হয় এবং তােদর 􀏜বণ দ􀏠তার তথ􀒝 সং􀏂হ করা হয় তােদর কাজ-িভি􀐫ক 􀏜বণ দ􀏠তা েথেক। পয􀎺ায় ১-এ েকািরেলশনস এবং অ􀒝ােনাভা ব􀒝বহার কের তথ􀒝 িবে􀑫ষণ করা হয় এবং পয􀎺ায় ২-এ িবষয়িভি􀐫ক িবে􀑫ষেণর মাধ􀒝েম (েকািরেলশনস এবং মান-􁉍ইটিন ইউ) এবং িথম িভি􀐫ক িবে􀑫ষণ প􀐴িত ব􀒝বহার কের তথ􀒝 িবে􀑫ষণ করা হয়। অনুভূত েকৗশল ব􀒝বহাের উে􀑣খেযাগ􀒝 ফলাফল না থাকেলও, কাজ-িভি􀐫ক েকৗশল ব􀒝বহার সামি􀏂ক েমটাকগিন􀎜টভ েকৗশল এবং িবিভ􀑂 􀑾ত􀏴 েকৗশল􁃕িলর ে􀏠ে􀏏 উে􀑣খেযাগ􀒝 স􀑕ক􀎺 􀏕কাশ কের। এছাড়া, কাজ-িভি􀐫ক েকৗশেলর ব􀒝বহার এলএসএল এবং এমএসএল-এর মেধ􀒝 েকৗশেলর সু􀑾ম􀑃য় সাধেনর পিরসংখ􀒝ানগত উে􀑣খেযাগ􀒝 এবং তাৎপয􀎺পূণ􀎺 পাথ􀎺ক􀒝 􀏕কাশ কেরেছ। ভিবষ􀒝ৎ গেবষণার প􀐴িতগত এবং িশ􀏠াপ􀐴িতগত িবষয়াবিলর উপর এই গেবষণা􀎜টর 􀏕ভাব রেয়েছ: েযমন সমি􀑂ত ফলাফল িথংক এলাউড েটকিনকেক এক􀎜ট উত্পাদনশীল এবং িনভ􀎺রেযাগ􀒝 উপকরণ িহসােব সমথ􀎺ন কের; এবং ইএফএল ে􀏜াতারা (িবেশষ কের এলএসএল) এমএসএল -এর শ􀎝􀐅শালী েকৗশলগত আচরণ েথেক উপকৃত হেত পাের।

The current study was aimed to examine the Indonesian English as a foreign language (EFL) teachers' digital creativity and its relation to their instructional creativity. Using a survey design, the study collected the quantitative data from 422 EFL teachers across the Indonesian primary and secondary school levels. The data collected were analysed using the Rasch-based regression method. Results found that almost half of the participants had a low level of digital creativity, particularly in terms of creating digital content or products, using digital applications to create school-activity-related podcasts and attending digital courses. Low levels of instructional creativity were also found among the teachers. Teachers acknowledged that they had little success in integrating various teaching methods in the classroom and allowing students to evaluate their own learning process. Multiple regression analyses revealed that teachers' digital creativity and age could be associated with their instructional creativity, while gender and school level did not indicate any association. The study emphasises the need to increase digital creativity and instructional creativity of teachers through technology-based training, as it was observed that a substantial number of Indonesian teachers possessed limited digital creativity and exhibited difficulty in combining instructional methods and promoting student assessment in the classroom.

Penelitian ini bertujuan untuk mengevaluasi tingkat kreativitas digital guru Bahasa Inggris di Indonesia dan kaitannya dengan tingkat kreativitas mengajar mereka. Dengan menggunakan desain survey penelitian ini mengumpulkan data kuantitative dari 422 guru Bahasa Inggris pada tingkat sekolah dasar dan menengah di Indonesia. Data yang terkumpul kemudian dianalisa menggunakan metode regresi berbasis Rasch. Hasil penelitian memperlihatkan bahwa hampir separuh partisipan memiliki tingkat kreativitas digital yang rendah, khususnya dalam menciptakan konten atau produk digital, menggunakan aplikasi digital untuk menciptakan podcast terkait dengan materi pembelajaran, serta kurangnya menghadiri pelatihan digital. Hal yang sama juga ditemukan dalam hal rendahnya kreativitas instruksional dikalangan guru. Penemuan ini memperlihatkan bahwa guru kurang berhasil dalam mengintegrasikan beragam metode pembelajaran dalam kelas dan kurang dapat membantu siswa dalam mengevaluasi kegiatan belajar mereka. Hasil Analisa regresi ganda menemukan dua faktor yang mempengaruhi kreativitas instruksional guru, yaitu faktor kreativitas digital dan faktor umur. Sedangkan faktor jenis kelamin dan level mengajar guru tidak dapat memprediksi kemampuan kreativitas guru. Hasil penelitian ini menekankan pentingnya pelatihan teknologi dalam meningkatkan kreativitas digital dan kreativitas instruksional guru Bahasa Inggris di Indonesia. Hal ini disebabkan banyaknya guru yang memiliki keterbatasan dalam hal kreativitas digital dan kesulitan dalam mengkombinasikan metode instruksional dan membantu asesmen siswa di kelas.

Considering the COVID-19 crisis and the sudden shift from face-to-face classes to online ones, universities had to initiate a new phase of educating learners using online platforms, known as ERT (Emergency Remote Teaching). This study aims to uncover the challenges EFL instructors, their learners, and university administrations encountered during ERT through conducting a qualitative case study. Accordingly, twenty-two learners, six instructors, and two administrative staff members who faced difficulties with online instruction during ERT at Alzahra University participated in this research by invitation. The participants were semi-structurally interviewed through social networking platforms (WhatsApp and Telegram) as well as telephone conversations. Subsequently, the collected data were manually coded and subjected to thematic analysis. The study's findings revealed that the inadequate infrastructure of the university, the lack of technical knowledge among learners and professors, unsuitable online materials, absence of training workshops, evaluation challenges, inadequacies of Adobe Connect (the chosen video conferencing platform for Alzahra University's online classes), lack of interaction among learners, overcrowded heterogeneous classes, suboptimal learning environments, and internet connectivity issues were the most significant challenges faced by language learners and instructors during ERT. Additionally, the study identified that the primary challenge for the online department authorities during ERT was addressing instructors' and learners’ problems throughout the semester and conducting online exams at the conclusion of the course.

نارحب ھب ھجوت ابCOVID-19 سلاک زا یناھگان رییغت وسلاک ھب یروضح یاھهاگشناد ،طخ رب یاھ دندش روبجم اھرف شزومآ زا یدیدج ھلحرمتلپ زا هدافتسا اب ار ناریگامرف مان ھب طخ رب یاھERT (یرارطضا رود هار زا سیردت) ھب نیا فدھ .دننک زاغآ تعرسقیقحت شلاچ فشک رد هاگشناد تیریدم و اھنآ ناریگارف ،یسیلگنا نابز ناسردم ھک تسا ییاھ لوطERT نآ ابهدش ھجاوم اھدنا قیرط زا ،یفیک یدروم ھعلاطم کی ماجنا دشاب یم زا رفن ود و تسیب ،ساسا نیا رب .م شش ،ناریگارفسرد هرود رد ھک یرادا نانکراک زا رفن ود وERT در دانشگاه الزھرا با مشکل آموزش بر خط مواجھ بودند، با دعوت در این پژوھش شرکت کردند. یراتخاس ھمین تروص ھب ینفلت تاملاکم نینچمھ و (مارگلت و پا ستاو) یعامتجا یاھ ھکبش قیرط زا ناگدننک تکرش یتسد تروص ھب هدش یروآ عمج یاھ هداد سپس .دندش ھبحاصمیراذگ دک لیلحت و ھیزجت دروم و هدش رارق یعوضومھتفای .دنتفرگتخاسریز ھک داد ناشن ھعلاطم نیا یاھ ،دیتاسا و ناریگارف نیب رد ینف شناد دوبمک ،هاگشناد بسانمان یاھهاگراک یرازگرب مدع ،بسانمان طخ رب بلاطمشلاچ ،یشزومآ یاھییاسران ،یبایزرا یاھ یاھAdobe Connect ک یارب یباختنا سنارفنک وئدیو مرفتلپ)سلا یاھ سلاک ،نازومآ نابز نیب لماعت نادقف ،(ارھزلا هاگشناد طخ رب یاھ دندوب ییاھ شلاچ نیرت مھم تنرتنیا ھکبش ھب لاصتا ھب طوبرم لئاسم و ،بسانمان یشزومآ یاھ طیحم ،نوگمھان تیعمجرپ لوط رد ناسردم و نازومآ نابز ھکERT با آن مواجھ بودند. شن ھعلاطم نیا ،نیا رب هولاع یلصا شلاچ ھک داد نایلوؤسمن شخبطخ رب لوط ردERT رسیدگیفراگیران در طول ترم و برگزاری امتحانات آنلاین در پایان دوره می باشد.

This research delved into the impact of SRL strategies-based instruction on EFL students’ L2 writing performance, academic self-efficacy, and use of SRL strategies. To this end, 50 Iranian EFL learners, including 25 males and 25 females, attended the study. The experimental group was provided with a four-month SRL strategies-based intervention which followed the Self-Regulated Strategy Development model adapted from Harris and Graham (1996), and the control group took the traditional writing course needed by the university curriculum with the same length. All the students were required to accomplish pre- and post-writing tests as well as self-report questionnaires, including the Writing Strategies for Self-Regulated Learning Questionnaire and the second Language Writer Self-Efficacy Scale, at the beginning and the end of the instruction. The outcomes showed that the experimental group outperformed the control group in the post-writing test. Experimental group 's levels of linguistic self-efficacy and performance self-efficacy were remarkably higher than their counterparts in the control group. The study further implies that the instruction might contribute to the increased application of SRL strategies in EFL writing classes in a way that students might become more self-directed and self-regulated in their overall language performance in general and their written performances in particular.

و یلیصحت یدمآراکدوخ ،یاھ یژتارتسا زا هدافتسا تسا ھتخادرپ .زومآ نابز هاجنپدندوب مق هاگشناد رد یسیلگنا تایبدا ھتشر رد لیصحت لاح رد ھک نیا رددندرک تکرش قیقحتشزومآ تحت هام راھچ یشیامزآ هورگ . یمیظنتدوخ دربھار ھعسوت لدم قبط ھک تفرگ رارق روحم یژتارتسا ) ماھارگ و سیرھ1996 تدم نامھ ھب لرتنک هورگ یارب هاگشناد یسرد ھمانرب قبط یتنس یراتشون هرود و دوب ( راھچ ھئارا هامشیپ ات دش ھتساوخ نایوجشناد ھمھ زا .دشسپ و نومزآنومزآشسرپ و راتشون یاھھماندوخ یاھ شرازگ شسرپ لماش یھد ھمانیمیظنتدوخ یریگدای یارب راتشون یاھ یژتارتسا هورگ ھک داد ناشن جیاتن .دنھد ماجنا ار مود نابز هدنسیون یدمآراکدوخ رایعم و سپ رد لرتنک هورگ زا یرتھب درکلمع یشیامزآ هورگ یدرکلمع یدمآراکدوخ و ینابز یدمآراکدوخ حطس .تشاد راتشون نومزآشیامزآ یژتارتسا زا هدافتسا شیازفا ثعاب روحم یژتارتسا شزومآ زا هدافتسا ھک دش شرازگ نینچمھ .تشاد یریگمشچ شیازفا ی یاھلاعف و یم یشزومآ نینچ ھک تسا نیا زا یکاح ام جیاتن .دش روکذم یاھ یژتارتسا زا هدافتسا رد وجشناد ندش رت ھب دناوت نابز نازومآشیب یاکتا ردیگدای ھب رتو هدرک کمک ملعم زا یریگدای یاجب یدرف یرزومآ نابز یم ھنلااعف ار دوخ یریگدای دنیآرف دناوت رت .دنک یبایزرا

The rapid and alarming spread of COVID-19 and the subsequent rise in infections forced higher education institutions to abandon conventional in-person education and switch to distance learning to mitigate the pandemic's impact on the educational system. As a result, students were confined to their homes for extended periods, leading to adverse effects on their achievement and psychological wellbeing. This study used Oxford’s Strategy Inventory for Language Learning (SILL) to investigate the potential impact of the pandemic and the shift to distance learning on the nature of language learning strategies employed by a group of English students to enhance their language learning processes. The study explored students' overall use of strategies, the most frequently used strategies and categories of strategies, and the correlation between several variables and strategy use. The descriptive results indicate that the students used strategies at a moderate level, with only metacognitive strategies falling in the high range, followed by cognitive, compensatory, memory, affective and social strategies in the medium range. A one-way ANOVA shows that metacognitive strategies were favored over all other strategies. Furthermore, a t-test analysis reveals significant differences between male and female participants, showing that female students used significantly more metacognitive and affective strategies than male students. Additionally, students with higher GPAs, tended to use more memory, cognitive and affective strategies than students with lower GPAs. The findings suggest that the pandemic’s impact on students extends beyond the health, psychological and social dimensions.

يصخشلا میلعتلا نع يلختلا ىلع يلاعلا میلعتلا تاسسؤم ھب تاباصلإا دادعأ عافتراونم يف ءاقبلا ىلع بلاطلا ربجأ ،كلذل ةجیتنو .يمیلعتلا ماظنلا ىلع ةحئاجلا ریثأت نم فیفختلل دعب نع ملعتلا ىلإ لوحتلاو يدیلقتلا مھلزاتارتفل ةغللا ملعتل دروفسكأ ةثحابلا نایبتسا ةساردلا هذھ مدختست .ةیسفنلا مھتحصو يمیداكلأا مھئادأ ىلع ةیبلس راثآ ىلإ ىدأ امم ،ةلیوط(SILL) ةغللا بلاط نم ةعومجم اھمدختست يتلا ةغللا ملعت تایجیتارتسا ةعیبط ىلع دعب نع ملعتلل لاقتنلااو ءابولل لمتحملا ریثأتلا ةساردلنلإا تایجیتارتسلاا رثكأ كلذكو ،ةفلتخملا تایجیتارتسلاا لمجم بلاطلا مادختسا ىلع ةساردلا زكرت .مھیدل ةغللا ملعت تایلمع زیزعتل ةیزیلج ریشتو .ةعونتملا تایجیتارتسلاا مادختساو تاریغتملا نم دیدعلا نیب ةقلاعلاو ،اًمادختساجئاتنلا اومدختسا بلاطلا نأ ىلإ ةیفصولایتارتسلاا ضیوعتلاو يلقعلا ریكفتلا تایجیتارتساب ةعوبتم ،يتاذلا ریكفتلا تایجیتارتسا لاإ ىلعلأا قاطنلا يف عقت ملو ،طسوتم لدعمب تایج لیلحت رھظیو .ةیعامتجلااو ةیفطاعلا تایجیتارتسلاا مث ةركاذلاو(ANOVA) عیمج ىلع ةلضفم تناك يتاذلا ریكفتلا تایجیتارتسا نأ ىلإا تایجیتارتسلاا لیلحت فشكی ،كلذ ىلع ةولاع .ىرخلأ(t-test) نأ رھظأ ثیح ،ثانلإاو روكذلا نم نیكراشملا نیب ةریبك تافلاتخا نعذ بلاطلا لیمی ،كلذ ىلإ ةفاضإ .روكذلا بلاطلا نم ریثكب رثكأ ةیفطاعلا تایجیتارتسلااو يتاذلا ریكفتلا تایجیتارتسا نمدختسا تابلاطلا يوعلأا ةیمكارتلا تلادعملا بلاطلاب ةنراقم ةیفطاعلا تایجیتارتسلااو ةركاذلاو يتاذلا ریكفتلا تایجیتارتسا نم دیزملا مادختسا ىلإ ىليوذ .ةیعامتجلااو ةیسفنلاو ةیحصلا داعبلأا زواجتی بلاطلا ىلع ءابولا ریثأت نأ ىلإ جئاتنلا ریشتو .ىندلأا تلادعملا