استكشاف وجهة نظر الخبراء في استخدامات التلعيب لتعزيز الذكاء العاطفي لدى طلاب اللغة الإنجليزية
DOI:
https://doi.org/10.59992/IJESA.2024.v3n12p13الكلمات المفتاحية:
التلعيب، الذكاء العاطفي، طلاب اللغة الإنجليزية كلغة أجنبية (EFL)الملخص
يعد التلعيب أحد الأدوات الفاعلة في التأثير على خبرات تعلم الطلاب ونتائج التعلم الخاصة بهم، مما انعكس بصورة إيجابية على صحة الطالب النفسية وعواطفه الجياشة. ولكون الذكاء العاطفي وما يتضمنه من متغيرات يُعد أحد متطلبات تعلم اللغة الإنجليزية لدى الطلاب بمراحل التعليم العام، فإن فحص آليات تأثير التلعيب على الذكاء العاطفي يُعد أولوية بحثية. وعلى ذلك فإن البحث الحالي جاء ليهتم بدراسة وجهة نظر الخبراء في استخدامات التلعيب لتعزيز الذكاء العاطفي لدى طلاب التعليم العام الدارسين للغة الإنجليزية كلغة أجنبية. اعتمد البحث الحالي على المنهج الفينومينولوجي بالاعتماد على المقابلات شبه الهيكلية مع عدد (6) من معلمي اللغة الإنجليزية الأكثر استخدامًا لأدوات التلعيب في البيئات التعليمية. وفقًا لعمليات التحليل الموضوعي توصلت نتائج الدراسة حسب ما عبر به خبراء التعليم من ذوي الاختصاص أن استخدامات التلعيب في تعزيز الذكاء العاطفي لدى طلاب اللغة الإنجليزية ساهم في تعزيز مهارات وجدانية جوهرية في الذكاء العاطفي مثل: الدافعية والتنظيم الذاتي والمهارات الاجتماعية والتعاطف. وفي المقابل وصفوا لنا بعض التحديات التي يواجهونها أثناء استخدام التلعيب، مثل: التباين في الذكاءات العاطفية بين الطلاب، وفقد الإحساس العاطفي، والقلق والتوتر. لذلك أوصت الدراسة بأهمية مواصلة الأبحاث المرتبطة بالذكاء العاطفي والألعاب التعليمية والتلعيب، وتطبيق أدوات قياس متنوعة في هذا المجال. وكذلك العمل على زيادة الألعاب التعليمية المرتبطة بأهداف المقرر الدراسي.
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