Assessment of Anxiety Disorder and Learning Strategies among Hearing-Impaired Students and Normal Students


1 Assistant professor at Imam Khomeini International University, Qazvin

2 MA student of TEFL Imam Khomeini International University, Qazvin


The present study aimed to investigate the relationship between language learning strategies and learners’ anxiety among high school students. The participants of the study were two groups of high school students (N = 100). The first group consisted of 50 students with hearing problems and the second group consisted of 50 normal students. To this end, two questionnaires were used: (a) screen for child anxiety-related emotional disorders (SCARED) and (b) Schmitt’s vocabulary learning strategies questionnaire (VLSQ), both of which were translated into Persian. After collecting data, two oneway MANOVA procudures and a correlation were run to see if there is any difference between students with  hearing problems and normal students in terms of language learning strategies and anxiety. Results showed that there is a significant difference between the normal group and the group with hearing problem. The results also showed that the normal students used more strategies for vocabulary learning and each group experinced different  types of anxiety.The results of the current study may have implications for language learners. Being familiar with anxiety and learning strategies and how they affect learning help learners use different strategies to overcome their anxiety.


Article Title [Persian]

ارزیابی اختلال نگرانی و استراتجیهای یادگیری در دانش اموزان کم شنوا و دانش اموزان عادی

Authors [Persian]

  • محمد باقر شعبانی 1
  • سمیرا محرمی 2
1 استادیار دانشگاه بین المللی امام خمینی (ره)
2 دانشجوی کارشناسی ارشد آموزش زبان انگلیسی
Abstract [Persian]

هدف از پژوهش حاضر، بررسی ارتباط میان راهبردهای یاگیری لغات واختلالات مرتبط با نگرانی در میان دانش آموزان دبیرستانی می باشد. به این منظور دو گروه متشکل از ۵۰ دانش­آموز درسه پایه دبیرستان انتخاب شدند. گروه اول شامل ۵۰ دانش آموز کم شنوا و گروه دوم شامل ۵۰ دانش آموز شنوا بود. محقق پیش بینی کرد که هیچ ارتباطی بین دو گروه با توجه به استفاده از راهبردهای یادگیری لغات و نگرانی ها وجود ندارد. برای انجام تحقیق، دو پرسشنامه یعنی راهبردهای یادگیری اشمیت و  تشخیص اختلالات مرتبط با اضطراب دیگران به کار گرفته شد. هر دو پرسشنامه به فارسی ترجمه شدند و میزان پایایی هر دو پرسشنامه توسط ضریب کرون­باخ آلفا تایید شدند. بعد از جمع آوری داده ها، تحلیل واریانس چند متغیری و همبستگی استفاده شد تا ارتباط میان متغیرها و تفاوت دو گروه براساس این دو متغیر مشخص شود. نتایج تحلیل آماری نشان داد که تفاوت معنا داری بین دو گروه وجود دارد. هر یک از گروه ها نوع خاصی از راهبردهای یاگیری را مورد استفاده قرار می دادند و نوع نگرانی آنها نیز با یکدیگر متفاوت بود. نتایج این تحقیق ممکن است کاربردهای آموزشی مختلفی در بر داشته باشد. آشنایی با نوع نگرانی یا شناخت بیشتر از راهبردهای یادگیری به دانش آموزان کمک می کند تا راهبردهای بیشتر و مختلفی استفاده کنند تا جبرانی بر نگرانی آنها باشد.

Keywords [Persian]

  • نگرانی
  • راهبرد­های یادگیری
  • دانش آموزان کم شنوا
  • دانش آموزان عادی
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