{"id":1734,"date":"2025-09-24T22:09:32","date_gmt":"2025-09-24T18:09:32","guid":{"rendered":"https:\/\/pedaqoq.az\/?p=1734"},"modified":"2025-09-24T22:55:05","modified_gmt":"2025-09-24T18:55:05","slug":"valideyn-usaq-kommunikasiyasi-ucun-chat2learn-aleti","status":"publish","type":"post","link":"https:\/\/pedaqoq.az\/?p=1734","title":{"rendered":"VAL\u0130DEYN-U\u015eAQ KOMMUN\u0130KAS\u0130YASI \u00dc\u00c7\u00dcN \u201cCHAT2LEARN\u201d AL\u018fT\u0130"},"content":{"rendered":"\n

\u00c7ikaqo Universitetinin Harris \u0130ctimai Siyas\u0259t M\u0259kt\u0259bi t\u0259r\u0259find\u0259n haz\u0131rlanm\u0131\u015f v\u0259 Beker Friedman \u0130nstitutu t\u0259r\u0259find\u0259n cari ayda \u201cChat2Learn: Valideyn\u2013U\u015faq kommunikasiyas\u0131n\u0131 t\u0259kmill\u0259\u015fdirm\u0259k v\u0259 erk\u0259n u\u015faql\u0131q d\u00f6vr\u00fcnd\u0259 dil inki\u015faf\u0131n\u0131 t\u0259\u015fviq etm\u0259k \u00fc\u00e7\u00fcn al\u0259t\u201d adl\u0131 t\u0259dqiqat yay\u0131mlan\u0131b.\u00a0T\u0259dqiqat ail\u0259daxili dil m\u00fchitini yax\u015f\u0131la\u015fd\u0131rmaq \u00fc\u00e7\u00fcn texnologiya \u0259sasl\u0131 yeni yana\u015fman\u0131 t\u0259qdim edir. M\u00fc\u0259llifl\u0259r apar\u0131lan t\u0259dqiqatla valideyn-u\u015faq dialoqunun yaln\u0131z ail\u0259daxili m\u0259suliyy\u0259t deyil, h\u0259m d\u0259 sosial-iqtisadi inki\u015faf\u0131n \u0259sas dayaq n\u00f6qt\u0259l\u0259rind\u0259n biri oldu\u011funu s\u00fcbut etm\u0259y\u0259 s\u0259y g\u00f6st\u0259ribl\u0259r.<\/p>\n\n\n\n

T\u0259dqiqat\u0131n m\u0259qs\u0259di valideynl\u0259rin \u00f6vladlar\u0131 il\u0259 qurdu\u011fu dil \u0259laq\u0259si u\u015fa\u011f\u0131n g\u0259l\u0259c\u0259k akademik v\u0259 sosial nailiyy\u0259tl\u0259rini formala\u015fd\u0131r\u0131r. Bu t\u0259kc\u0259 t\u0259hsil sah\u0259sinin yox, \u00fcmumilikd\u0259 insan kapital\u0131n\u0131n inki\u015faf\u0131 bax\u0131m\u0131ndan strateji \u0259h\u0259miyy\u0259t da\u015f\u0131y\u0131r. Beyn\u0259lxalq elmi ara\u015fd\u0131rmalara g\u00f6r\u0259, u\u015fa\u011f\u0131n qar\u015f\u0131la\u015fd\u0131\u011f\u0131 s\u00f6z say\u0131 v\u0259 dilin keyfiyy\u0259ti onun savadl\u0131l\u0131q s\u0259viyy\u0259sin\u0259, nitq bacar\u0131qlar\u0131na, m\u0259ntiqi t\u0259f\u0259kk\u00fcr\u00fcn\u0259, h\u0259tta \u0259m\u0259k bazar\u0131ndak\u0131 u\u011furuna ciddi t\u0259sir edir. Qeyd olunur ki, \u0259n\u0259n\u0259vi m\u00fcdaxil\u0259 modell\u0259ri valideynl\u0259r\u0259 \u201cniy\u0259 dan\u0131\u015fmaq vacibdir\u201d v\u0259 \u201cnec\u0259 dan\u0131\u015fmal\u0131\u201d oldu\u011funu izah etm\u0259y\u0259 fokuslan\u0131rd\u0131. Lakin bu yana\u015fmalar zaman t\u0259l\u0259b ed\u0259n v\u0259 m\u0259hdud \u0259hat\u0259li oldu\u011fu \u00fc\u00e7\u00fcn geni\u015f miqyasda t\u0259tbiqi \u00e7\u0259tin olmu\u015fdur. Bu bax\u0131mdan t\u0259dqiqatda yer alan \u201cChat2Learn\u201d adl\u0131 proqram valideynl\u0259 u\u015faq aras\u0131nda daha keyfiyy\u0259tli v\u0259 inki\u015fafetdirici dil \u00fcnsiyy\u0259ti qurmaq \u00fc\u00e7\u00fcn haz\u0131rlanm\u0131\u015f a\u015fa\u011f\u0131 maliyy\u0259li, texnologiya \u0259sasl\u0131 bir proqramd\u0131r. Bu proqram\u0131n \u0259sas m\u0259qs\u0259di x\u00fcsusil\u0259 azg\u0259lirli v\u0259 ya resurslar\u0131 m\u0259hdud olan ail\u0259l\u0259rd\u0259 b\u00f6y\u00fcy\u0259n u\u015faqlar \u00fc\u00e7\u00fcn daha z\u0259ngin dil m\u00fchiti yaratmaq v\u0259 erk\u0259n ya\u015flarda dil bacar\u0131qlar\u0131n\u0131n inki\u015faf\u0131na t\u00f6hf\u0259 verm\u0259kdir. Proqram \u201cZehni y\u00fckl\u0259nm\u0259 n\u0259z\u0259riyy\u0259si\u201d (Cognitive Load Theory) \u0259sas\u0131nda dizayn edilib. Bu n\u0259z\u0259riyy\u0259y\u0259 g\u00f6r\u0259 valideynl\u0259rin g\u00fcnd\u0259lik stres v\u0259 yor\u011funlu\u011fu onlar\u0131n \u00f6vladlar\u0131 il\u0259 m\u0259hsuldar v\u0259 yarad\u0131c\u0131 s\u00f6hb\u0259tl\u0259r aparmas\u0131na mane olur. \u201cChat2Learn\u201d bu zehni y\u00fck\u00fc azaltmaq \u00fc\u00e7\u00fcn konkret m\u00f6vzular v\u0259 vizual d\u0259st\u0259k t\u0259qdim edir, y\u0259ni valideynin \u201cn\u0259 dan\u0131\u015f\u0131m?\u201d sual\u0131na haz\u0131r cavab verir. Bel\u0259 ki, proqram valideynl\u0259r\u0259 telefon v\u0259 plan\u015fet vasit\u0259sil\u0259 qeyri-real, yarad\u0131c\u0131, a\u00e7\u0131q suallar v\u0259 vizual d\u0259st\u0259kli ill\u00fcstrasiyalar t\u0259qdim edir. N\u0259tic\u0259d\u0259 valideynl\u0259r fikirl\u0259\u015fm\u0259y\u0259, planlama\u011fa, vaxt itirm\u0259d\u0259n d\u0259rhal \u00f6vladlar\u0131 il\u0259 m\u0259nal\u0131 s\u00f6hb\u0259t\u0259 ba\u015flaya bilirl\u0259r.<\/p>\n\n\n\n

T\u0259dqiqat \u00c7ikaqoda azg\u0259lirli ail\u0259l\u0259rin i\u015ftirak etdiyi m\u0259kt\u0259b\u0259q\u0259d\u0259r t\u0259hsil proqramlar\u0131ndan se\u00e7il\u0259n 63 valideyn-u\u015faq qrupu (u\u015faqlar\u0131n 65%-i q\u0131zlar, ya\u015f aral\u0131\u011f\u0131: 3\u20136 ya\u015f, 82% ana) \u00fcz\u0259rind\u0259 apar\u0131lm\u0131\u015fd\u0131r. Ail\u0259l\u0259rin t\u0259hsil v\u0259 etnik m\u0259nsubiyy\u0259ti d\u0259yi\u015fk\u0259n idi: valideynl\u0259rin 45.1%-i yaln\u0131z orta m\u0259kt\u0259b t\u0259hsili, 31.7%-i kollec v\u0259 ya pe\u015f\u0259 t\u0259hsili, 15.8%-i is\u0259 bakalavr v\u0259 ya daha y\u00fcks\u0259k d\u0259r\u0259c\u0259y\u0259 sahib olub. Etnik bax\u0131m\u0131ndan 65.1%-i ispan\/lat\u0131n amerikal\u0131, 19%-i afroamerikal\u0131, 4,8%-i is\u0259 dig\u0259r etnik qruplara m\u0259nsub olmu\u015fdur. \u0130\u015ftirak\u00e7\u0131lar\u0131n t\u0259xmin\u0259n yar\u0131s\u0131 evd\u0259 ispan (53%), dig\u0259r yar\u0131s\u0131 is\u0259 ingilis dilind\u0259 (47%) dan\u0131\u015f\u0131rd\u0131. <\/p>\n\n\n\n

Respondentl\u0259r t\u0259sad\u00fcfi se\u00e7m\u0259 yolu il\u0259 eksperimental qrup («Chat2Learn» istifad\u0259\u00e7il\u0259ri) v\u0259 n\u0259zar\u0259t qrupu (standart v\u0259ziyy\u0259t) olmaqla qrupla\u015fd\u0131r\u0131l\u0131blar.
Proqramla valideynl\u0259r\u0259 8 f\u0259rqli a\u00e7\u0131q sual t\u0259dim edilmi\u015fdir. H\u0259r bir sual multimedia \u00f6yr\u0259nm\u0259 prinsipl\u0259rin\u0259 \u0259sas\u0259n \u015f\u0259kil (ill\u00fcstrasiya) il\u0259 birlikd\u0259 verilir ki, bu da u\u015fa\u011f\u0131n mara\u011f\u0131n\u0131 art\u0131r\u0131r v\u0259 s\u00f6hb\u0259t\u0259 vizual kontekst verir. T\u0259dqiat\u0131n gedi\u015fat\u0131nda ail\u0259l\u0259r\u0259 s\u0259rb\u0259st vaxt verilib, bu m\u00fcdd\u0259t \u0259rzind\u0259 s\u00f6hb\u0259t davran\u0131\u015flar\u0131 gizli \u015f\u0259kild\u0259 video vasit\u0259sil\u0259 m\u00fc\u015fahid\u0259 olunub v\u0259 n\u0259tic\u0259l\u0259r t\u0259hlil edilib.<\/p>\n\n\n\n

\u201cChat2Learn\u201d t\u0259dqiqat\u0131n\u0131n n\u0259tic\u0259l\u0259ri g\u00f6st\u0259rdi ki, valideyn-u\u015faq qar\u015f\u0131l\u0131ql\u0131 m\u00fcnasib\u0259tinin keyfiyy\u0259tini y\u00fcks\u0259ltm\u0259k \u00fc\u00e7\u00fcn geni\u015fmiqyasl\u0131, a\u015fa\u011f\u0131 maliyy\u0259li v\u0259 sad\u0259 texnologiya \u0259sasl\u0131 yana\u015fmalar t\u0259sirli ola bil\u0259r. Bel\u0259 ki, \u201cChat2Learn\u201d al\u0259tind\u0259n istifad\u0259 ed\u0259n valideynl\u0259r, n\u0259zar\u0259t qrupundak\u0131 h\u0259mkarlar\u0131 il\u0259 m\u00fcqayis\u0259d\u0259 14% daha \u00e7ox vaxt\u0131n\u0131 \u00f6vladlar\u0131 il\u0259 birg\u0259 m\u0259\u015f\u011fuliyy\u0259t\u0259 (joint engagement) s\u0259rf edibl\u0259r (exsperiment qrup-92%, n\u0259zar\u0259t qrup78%). Bel\u0259likl\u0259, \u0259h\u0259miyy\u0259tli d\u0259r\u0259c\u0259d\u0259 daha az passiv davran\u0131\u015f (telefonla m\u0259\u015f\u011ful olmaq, susmaq v\u0259 s.) n\u00fcmayi\u015f etdirilib-y\u0259ni eksperimental qrupda c\u0259mi 2%, n\u0259zar\u0259t qrupunda is\u0259 9% passiv davran\u0131\u015f m\u00fc\u015fahid\u0259 olunub.  Daha uzun c\u00fcml\u0259l\u0259r (MLU: eksperiment qrup 4.5, n\u0259zar\u0259t qrup 3.5), daha \u00e7ox unikal s\u00f6zl\u0259r (eksperiment qrup 191, n\u0259zar\u0259t qrup 179) v\u0259 dialoq zaman\u0131 t\u0259xmin\u0259n iki d\u0259f\u0259 daha \u00e7ox a\u00e7\u0131q sual formas\u0131ndan (eksperiment qrup 37, n\u0259zar\u0259t qrup 19) istifad\u0259 edibl\u0259r (p < 0.05). \u201cChat2Learn\u201d valideynl\u0259rin u\u015faqla \u0259laq\u0259sini g\u00fccl\u0259ndirm\u0259y\u0259 yard\u0131m\u00e7\u0131 olur, onlar\u0131 passiv davran\u0131\u015fdan aktiv dinl\u0259yici v\u0259 i\u015ftirak\u00e7\u0131ya \u00e7evirib.<\/p>\n\n\n\n

Bu g\u00f6st\u0259ricil\u0259r valideynl\u0259rin yaln\u0131z texniki al\u0259t\u0259 \u00e7\u0131x\u0131\u015fla deyil, dil bilgisinin keyfiyy\u0259tind\u0259 real d\u0259yi\u015fiklikl\u0259r etdikl\u0259rini g\u00f6st\u0259rir. M\u00fc\u0259llifl\u0259r qeyd edir ki, sad\u0259 v\u0259 konkret d\u0259st\u0259k valideynl\u0259rin daha \u00e7ox dan\u0131\u015fmas\u0131na v\u0259 daha yarad\u0131c\u0131 interaksiyalar qurmas\u0131na s\u0259b\u0259b olub. M\u0259s\u0259l\u0259n, \u201c\u018fg\u0259r s\u0259nin 8 qolun olsayd\u0131, n\u0259 ed\u0259rdin?\u201d sual\u0131na u\u015fa\u011f\u0131n \u201c\u00e7oxlu dondurma yey\u0259rdim\u201d cavab\u0131 valideyni \u0259lav\u0259 suallar verm\u0259y\u0259 v\u0259 m\u00f6vzunu inki\u015faf etdirm\u0259y\u0259 t\u0259\u015fviq edib. Bu bax\u0131mdan m\u00fc\u0259llifl\u0259r \u201cChat2Learn\u201din yaln\u0131z g\u00fcnd\u0259lik s\u00f6hb\u0259tl\u0259ri art\u0131rmaqla qalmad\u0131\u011f\u0131n\u0131, bundan \u0259lav\u0259, erk\u0259n ya\u015f d\u00f6vr\u00fcnd\u0259 u\u015fa\u011f\u0131n beyin inki\u015faf\u0131na d\u0259st\u0259k verdiyini qeyd edir. Bel\u0259 ki, h\u0259r iki qrupda olan u\u015faqlar\u0131n s\u00f6z v\u0259 cavab say\u0131 b\u0259nz\u0259r olub. Bunun s\u0259b\u0259bi kimi t\u0259dqiqat\u00e7\u0131lar \u201cdekontextual\u201d (y\u0259ni g\u00fcnd\u0259lik h\u0259yatla birba\u015fa \u0259laq\u0259si olmayan) m\u00f6vzular\u0131n u\u015faqlar \u00fc\u00e7\u00fcn \u00e7\u0259tin olmas\u0131 ehtimal\u0131n\u0131 g\u00f6st\u0259rirl\u0259r v\u0259 bu g\u0259l\u0259c\u0259kd\u0259 proqram\u0131n valideynl\u0259r\u0259 daha \u00e7ox cavab\u0131n verilm\u0259si d\u0259st\u0259yi, m\u00fc\u0259yy\u0259n ya\u015f \u00fc\u00e7\u00fcn uy\u011funla\u015fd\u0131r\u0131lm\u0131\u015f suallar, dinamik cavab mexanizml\u0259ri t\u0259qdim etm\u0259si il\u0259 h\u0259ll oluna bil\u0259r.<\/p>\n\n\n\n

Dig\u0259r diqq\u0259t\u00e7\u0259k\u0259n bir m\u0259qam valideynl\u0259rin texnoloji vasit\u0259y\u0259 reaksiyas\u0131 olmu\u015fdur. Bel\u0259 ki, eksperiment qrupunda olan valideynl\u0259rin h\u0259r biri \u201cChat2Learn\u201d al\u0259tind\u0259n istifad\u0259 edib v\u0259 sor\u011fular\u0131n n\u0259tic\u0259l\u0259rin\u0259 g\u00f6r\u0259 96%-i proqram\u0131 faydal\u0131 hesab edib. Bu da t\u0259qdim olunan proqram\u0131n istifad\u0259\u00e7inin dostu olaraq d\u0259y\u0259rl\u0259r bax\u0131m\u0131ndan uy\u011fun v\u0259 motivasiyaedici oldu\u011funu g\u00f6st\u0259rir. Valideynl\u0259r h\u0259m\u00e7inin t\u0259dqim olunan vizuallar\u0131n \u00f6vladlar\u0131n\u0131n diqq\u0259tini c\u0259lb etdiyini v\u0259 ail\u0259daxili m\u00fcnasib\u0259tl\u0259ri g\u00fccl\u0259ndirdiyini bildiribl\u0259r.<\/p>\n\n\n\n

M\u00fc\u0259llifl\u0259r x\u00fcsusi vur\u011fulay\u0131r ki, bu tip al\u0259tl\u0259rin istifad\u0259si geni\u015fl\u0259n\u0259rs\u0259, g\u0259l\u0259c\u0259kd\u0259 m\u00fc\u0259llim \u00e7at\u0131\u015fmazl\u0131\u011f\u0131, resurslar\u0131n b\u0259rab\u0259r paylanmamas\u0131, sosial-iqtisadi b\u0259rab\u0259rsizlik yaranar v\u0259 bu kimi struktur probleml\u0259r\u0259 qar\u015f\u0131 a\u015fa\u011f\u0131 maliyy\u0259li v\u0259 y\u00fcks\u0259k t\u0259sirli alternativl\u0259r t\u0259qdim etm\u0259 potensial\u0131 artar. T\u0259dqiqat\u0131n n\u0259tic\u0259l\u0259ri g\u00f6st\u0259rir ki, intensiv t\u0259lim proqramlar\u0131 olmadan da sad\u0259c\u0259 g\u00fcnd\u0259lik d\u0259st\u0259k v\u0259 nizaml\u0131 stimullar vasit\u0259sil\u0259 erk\u0259n ya\u015fda valideyn-u\u015faq davran\u0131\u015f\u0131n\u0131 d\u0259yi\u015fm\u0259k m\u00fcmk\u00fcnd\u00fcr. Bu m\u0259qs\u0259dl\u0259 t\u0259dqiqatda a\u015fa\u011f\u0131dak\u0131 t\u00f6vsiy\u0259l\u0259r yer almaqdad\u0131r.<\/p>\n\n\n\n

\u2013 Sad\u0259 v\u0259 konkret d\u0259st\u0259kl\u0259r abstrakt t\u0259liml\u0259rd\u0259n daha s\u0259m\u0259r\u0259li ola bil\u0259r; <\/p>\n\n\n\n

\u2013 Dil v\u0259 d\u0259y\u0259rl\u0259rin uy\u011funla\u015fd\u0131r\u0131lmas\u0131: eyni texniki model m\u00fcxt\u0259lif dill\u0259rd\u0259 v\u0259 kontekstl\u0259rd\u0259 lokalla\u015fd\u0131r\u0131lmal\u0131d\u0131r.<\/p>\n\n\n\n

\u2013 Valideyn \u00fc\u00e7\u00fcn \u0259lav\u0259 t\u0259limat: h\u0259r sual \u00fc\u00e7\u00fcn \u0259lav\u0259 t\u00f6vsiy\u0259l\u0259r, cavablar \u00fcz\u0259rind\u0259 i\u015fl\u0259m\u0259 yollar\u0131 v\u0259 oyuna \u00e7evrilm\u0259 imkanlar\u0131 t\u0259qdim olunmal\u0131d\u0131r.<\/p>\n\n\n\n

\u2013 U\u015faq cavablar\u0131n\u0131 aktivl\u0259\u015fdirm\u0259k \u00fc\u00e7\u00fcn adaptiv mexanizml\u0259r: g\u0259l\u0259c\u0259k versiyalar u\u015faq cavablar\u0131na uy\u011fun ard\u0131c\u0131l suallar v\u0259 oyunla\u015fd\u0131r\u0131lm\u0131\u015f funksiyalar \u0259lav\u0259 ed\u0259 bil\u0259r.<\/p>\n\n\n\n

M\u0259nb\u0259: Lu, L., & Kalil, A. (2025, September). Chat2Learn: A proof-of-concept evaluation of a technology-based tool to enhance parent\u2013child language interaction (Becker Friedman Institute Working Paper No. 2025-119). University of Chicago, Becker Friedman Institute for Economics.<\/strong><\/em>\u00a0https:\/\/doi.org\/10.2139\/ssrn.5133467<\/a><\/p>\n\n\n\n

M\u0259nb\u0259: «Az\u0259rbaycan m\u00fc\u0259llimi» q\u0259zeti<\/a><\/p>\n\n\n\n

<\/p>\n

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