Musa Nushi; Saleh Rahimi; Fatemeh Rahimi
Abstract
The purpose of this study is to determine the effect of digital image guide, a method of teaching in the field of visual literacy, on improving Iranian EFL learners’ intercultural communicative competence. This study employed quasi-experimental research design with pre-test/post-test control group. ...
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The purpose of this study is to determine the effect of digital image guide, a method of teaching in the field of visual literacy, on improving Iranian EFL learners’ intercultural communicative competence. This study employed quasi-experimental research design with pre-test/post-test control group. The participants were drawn from a pool of first semester students of Knowledge and Information Science major at Razi University of Kermanshah in the academic year 1399. The participants who were attending a mandatory general English course were selected via convenient sampling method. Twenty-two learners qualified to take part in the study, with 11 being assigned to the experimental group and 11 to the control group. The two groups were first pre-tested on their intercultural communicative competence, and then the experimental group received nine 30-minute training sessions which involved the use of digital image guide. The images used in this study were selected from Getty Images and Flickr sites The two groups were post-tested on their intercultural communicative competence at the end of the treatment period. The obtained data were statistically analyzed to determine the effect of the treatment, that is, the improvement in the learners’ intercultural communicative competence. Analysis of covariance showed a significant difference between experimental and control group concerning the mean scores on the pre- and post-test, meaning that using the digital images guide helped improve the learners’ intercultural communicative competence and its components.
Alireza Meshkin Mehr; Mehdi Purmohammad; Musa Nushi; Mahmoud Talkhabi
Abstract
The approach of most studies examining the effect of applying brain-based learning principles in education has been to implement them in the design of the teaching content and the environment in general. Given the fact that these principles are derived from the structure and function of the human brain, ...
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The approach of most studies examining the effect of applying brain-based learning principles in education has been to implement them in the design of the teaching content and the environment in general. Given the fact that these principles are derived from the structure and function of the human brain, their individual or collective application is expected lead to tangible results. The purpose of this study was to investigate the effect of two of those principles, namely the application of different sensory inputs to a learner during the learning process and the brain is social, on the learning and retention of vocabulary of 60 of EFL leaners at an English language institute. The effect of the application of these two principles combined was also investigated in this study. This experiment employed a pre-test, post-test design using a control group and three experimental groups. Two post-tests, immediate and delayed, were administered. In order to verify the results, all the steps were repeated three times. The results indicated better performance by learners in all the three experimental conditions compared to the control condition. However, no significant difference was reported between the experimental conditions. Moreover, there was no significant difference in the results of the immediate post-tests of neither of the four groups, meaning that the traditional and experimental methods produced similar learning immediately after the treatment.