استكشاف وجهات نظر متعلمي اللغة الإنجليزية بوصفها لغة أجنبية في السعودية حول أدوات الكتابة الرقمية للتخفيف من التحديات العاطفية عند الكتابة باللغة الأجنبية
DOI:
https://doi.org/10.53286/arts.v7i1.2373الكلمات المفتاحية:
أدوات الكتابة الرقمية، متعلمو اللغة الإنجليزية باعتبارها لغة أجنبية، قلق الكتابة، المرونة العاطفية في الكتابةالملخص
تبحث هذه الدراسة في كيفية تعامل أدوات الكتابة الرقمية مع التحديات العاطفية واللغوية التي يواجهها متعلمو اللغة الإنجليزية باعتبارها لغة أجنبية في السعودية. إذ غالبًا ما تؤدي الكتابة بلغة أجنبية إلى إثارة القلق والإحباط وانخفاض الثقة، مما يعيق تقدم المتعلمين. وتوفر الأدوات الرقمية ردود فعل فورية وتصحيحًا للأخطاء وتعزيزًا للمفردات، مما يعزز المرونة العاطفية ويحسن مهارات الكتابة. وقد كشفت نتائج المسح الذي أجري على 50 متعلمًا للغة الإنجليزية باعتبارها لغة أجنبية أن هذه الأدوات تقلل، بشكل كبير، من قلق الكتابة، وتعزز الثقة، مما يجعل الكتابة أقل إجهادًا. كما لاحظ المتعلمون تحسنًا في القواعد والمفردات والدقة البنيوية، مما يمكنهم من التركيز على الوضوح والتماسك. ومع ذلك، هناك قيود، مثل عدم قدرة الأدوات على استبدال الملاحظات التي يقودها المعلم في تعزيز الإبداع والتفكير النقدي. وتؤكد النتائج على الحاجة إلى التكامل المتوازن للأدوات الرقمية مع الأساليب التقليدية لمعالجة الحواجز العاطفية واللغوية بشكل فعال. ويجب أن يستكشف البحث المستقبلي تأثيرها الطويل الأمد، وقابليتها للتكيف الثقافي، وإمكانات التعلم الشخصي القائم على الذكاء الاصطناعي.
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