Designing Supplementary Materials for Prospect Series and Probing their Impact on Emotional Facet and Perceptions
الموضوعات : Research in English Language Pedagogy
Mohammad Hassan Alishahi
1
,
Afsaneh Ghanizadeh
2
,
Akram Hosseini
3
1 - English Department. Islamic Azad University, Torbat Heydarieh Branch
2 - English Department, Imam Reza International University, Mashhad, Iran.
3 - English Department, Imam Reza International University, Mashhad, Iran.
الکلمات المفتاحية: emotional intelligence, Language achievement, Experimental design, Supplementary materials, Perceptions of classroom activities,
ملخص المقالة :
Learning English as a Foreign Language (EFL) in an enjoyable and challenging environment can make an appropriate context for promoting language achievement. It seems textbooks play a pivotal role in this regard. This study aimed at examining the impact of the supplementary materials on learners' emotional stance and their perceptions of classroom activities (interest, challenge, joy, and choice). To do so, a three-phase study was designed: in phase 1, to evaluate Prospect series (textbook taught in Iranian junior high schools) based on emotional factors, a questionnaire measuring the emotional side of the series was utilized. In the second phase, taking into account the obtained results of the first phase and according to Mortiboy’s (2005) guidelines for teaching with emotional intelligence, supplementary materials were designed. In the third phase, the designed tasks and activities were implemented in a class (experimental group). The results of t-test and multivariate analysis of variance (MANOVA) indicated that the designed tasks had a positive and significant effect on learners' emotional facet, perceptions of class activity, and language achievement.
Anderman, E.M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle level schools. Contemporary Educational Psychology, 22, 269-298.
Arisoy, N. (2007). Examining 8th grade students’ perception of learning environment of science classrooms in relation to motivational beliefs and attitudes (Unpublished doctoral dissertation). Middle East Technical University, Ankara, Turkey.
Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotional Quotient Inventory (EQ-i). In R. Bar-On and J. D. A. Parker (Eds.), Handbook of emotional intelligence. San Francisco: Jossey-Bass.
Brown, J. D. (1994). The elements of language curriculum: A systematic approach to program design. Boston: Heinle & Heinle.
Dörnyei , Z. (1998). Motivation in second and foreign language teaching. Language Teaching, 31(3), 117-135.
Dörnyei, Z. (2002). The motivational basis of language learning tasks. Individual differences in second language acquisition, ed. by Peter Robinson, 137-58. Amsterdam: John Benjamins.
Doyle, G. (2006). Financial news journalism: a post-Enron analysis of approaches towards economic and financial news production in the UK. Journalism: Theory, Practice and Criticism, 7(4), 433-452.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Garralda, M. E. (1999).Practitioner review: assessment and management of somatisation in childhood and adolescence: a practical perspective. Journal of Child Psychology and Psychiatry, 40, 1159-1167.
Gentry, M., & Gable, R.K. (2001). My class activities: A survey instrument to assess students' perceptions of interest, challenge, choice and enjoyment in their classrooms (Instrument). Mansfield Center, CT:Creative Learning Press
Ghanizadeh, A., & Jahedizadeh, S. (2015). An exploration of EFL learners’ perceptions of classroom activities and their achievement goal orientations. International Journal of Research Studies in Education, 4(3), 33-45.
Ghanizadeh, A., Razavi, A., & Hosseini, A. (2018). TELL (technology-enhanced language learning) in Iranian high schools: A panacea for emotional and motivational detriments. International Journal of Applied Linguistics & English Literature, 92-100. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.92.
Goleman, D. (1998). Working with emotional intelligence. New York: Bantam.
Jahedizadeh, S., Ghanizadeh, A., & Ghonsooly, B. (2016). The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout. Asian-Pacific Journal of Second and Foreign, 1-16. DOI 10.1186/s40862-016-0021-8
Kasper, G., & Roever, C. (2005). Pragmatics in Second Language Learning. In Hinkel, E. Handbook of research in second language learning and teaching. Mahwah, NJ: Erlbaum, 317-334.
Masuhara, H. (1998). What do teachers really want from course books? In B. Tomlinson (Ed.), Materials development for language teaching (pp. 239-260). Cambridge, UK: Cambridge University Press.
Mayer, J. D., Salovey, P., Caruso, D. R., & Sitarenios, G. (2003). Measuring emotional intelligence with the MSCEIT V2.0.Emotion, 3, 97-105.
Mortiboys, A. (2005). Teaching with emotional intelligence. London: Routledge
Myers, R. E,. & Fouts, J. T. (1992). A cluster analysis of high school science classroom environments and attitude toward science. Journal of Research in Science Teaching, 29, 929-937.
Otte, J. (2006). Real language to real people: a descriptive and exploratory case study of the outcomes of aural authentic texts on the listening comprehension of adult ESL students enrolled in an advanced ESL listening course. Dissertation Abstracts International, 218B. (UMI No. 3212979).
Richards, J. C. & Rogers. T. S. (2001). Approaches and methods in language teaching. New York: Cambridge University Press.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9,185-211.
Schreiber, J. B., Amaury, N., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A Review. Journal of Educational Research, 99(6), 323-337.
Stewart, I., & Joines, V. (1987). TA today: A new introduction to transactional analysis. Nottingham: Lifespace.
Sharifi, A., Ghanizadeh, A., & Jahedizadeh, S. (2017). The effect of simulation on middle school students’ perceptions of classroom activities and their foreign language achievement: A mixed-methods approach. International Electronic Journal of Elementary Education, 9(3), 667-680.
Thorndike, R. K. (1920). Intelligence and its uses. Harper’s Magazine, 140, 227-335.
Tomlinson, B. (2007). Language acquisition and development: Studies of first and other language learners. London: Continuum.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed ability classrooms (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development
Tomlinson, C., & Imbeau, M. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASC
