Investigating the Effects of Brainstorming Technique on Iranian EFL Learners' Listening and Teachers' Attitudes towards This Technique
الموضوعات : Journal of Studies in Learning and Teaching English
Ali Hamideh
1
(Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
Mustafa Zamanian
2
(Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
Mohammad Javad Riasati
3
(Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran)
الکلمات المفتاحية: Language Teaching, spoken skills, interactive techniques, brainstorming, Authentic Language Learning,
ملخص المقالة :
This research study utilized a mixed-methods approach, specifically a concurrent triangulation design, to examine the enhancement of listening proficiency among Iranian EFL learners and investigate EFL teachers' attitudes toward applying brainstorming techniques in EFL classrooms. The study involved 63 undergraduate male students studying at Naval Science and Technology University in Rasht, Iran, and 20 EFL teachers. The students were homogenized based on their English proficiency level and divided into experimental and control groups. All participants took a listening pretest, and then during 20 treatment sessions, the experimental group received brainstorming-based treatment while the control group received conventional treatment. A posttest was administered to all participants in both groups. The researchers conducted paired sample t-tests and one-way ANCOVA to examine the potential impacts of brainstorming techniques on the listening skills of EFL students. The results suggested that implementing brainstorming techniques in language learning processes can create a conducive environment for language learners to express their thoughts freely and practice the language authentically in the classroom. The research findings indicated that applying brainstorming techniques significantly enriched the listening ability of the students who received brainstorming-based treatment. The qualitative dimension of the study revealed that, according to the teachers' judgments, the brainstorming technique improves students' listening skills proficiency and develops teachers' attitudes toward teaching English. Based on the findings, the researchers recommend that English instructors utilize brainstorming techniques in their EFL classes. Additionally, the material designers are encouraged to design English language textbooks' contents based on brainstorming techniques.
Abedianpour, S., & Omidvari, A. (2018). Brainstorming strategy and writing performance: Effects and attitudes. Journal of Language Teaching and Research, 9(5), 1084-1094.
Akbari, Z., & Rahmati, M. (2018). Brainstorming, a magic trick to hand over the learning. Journal of Applied Linguistics and Language Research, 5(1), 239-251.
Al-Bwli, Q. (2006). The effectiveness of using brainstorming strategy in developing creative thinking in Islamic education among third secondary students in Tabouk city. Unpublished M. Ed. Thesis, Mu’a University, Krak Jordan.
Al Masri, A. (2019). The impact of using brainstorming in the development of creative thinking and achievement in the English language of the 10th-grade students at King Abdullah II schools of excellence in Amman. International Education Studies, 12(2), 82-92.
Ariana, M., & Mirabela, A. (2012). Mind mapping and brainstorming as methods of teaching business concepts in English as a foreign language. Academic Science Journal Psychological Series, 1(1), 75-83.
Atsuwe, B. A., & Musa, T. D. (2021). The effect of brainstorming on students' academic achievement in physics in senior secondary schools of Makurdil local government area of Benue State, Nigeria. IJARIIE, 7(2), 183-192.
Bagci, H., & Eraldemir, D. (2018). The impact of brainstorming activities on EFL learners’ listening comprehension performance. Journal of Language and Linguistic Studies, 14(2), 518-531.
Baker, J. & Westrup, H. (2005). Practical English language teaching. New York: McGraw-Hill.
Bjerregaard, M., & Compton, E. (2011). Public speaking handbook (4th ed.). Boston MA: Pearson.
Cahyono, B. Y., & Wibisono, A. (2021). Brainstorming and listening comprehension: can they coexist in EFL classrooms? Cogent Education, 8(1), 1875174. https://doi.org/10.1080/2331186X.2021.1875174
Cassone, L., Romero, M., & Basiri Esfahani, S. (2021). Group processes and creative components in a problem-solving task with modular robotics. Journal of Computers in Education, 8(1), 87-107.
Chiu, Y. C., & Tseng, Y. H. (2018). Using brainstorming in teacher training to improve English listening instructional design. Education Sciences, 8(4), 173. https://doi.org/10.3390/educsci8040173
Choi, M. (2021). Flipped Classroom instruction with brainstorming activities to enhance EFL students’ listening performance. Journal of Pan-Pacific Association of Applied Linguistics, 25(1), 161-177. https://doi.org/10.22452/jppal.25.1.08
Danielson, D. & Hayden, R. (1963) Reading in English for students of English as a second language. New York, NY: McGraw-Hill.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public interest, 14(1), 4-58.
Ebrahimi, M., & Abbasian, V. (2018). The effect of brainstorming sessions on EFL learners' listening comprehension. International Journal of Research Studies in Language Learning, 7(3), 23-40.
Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching, 50(4), 507-526.
Erdogan, V., & Arikan, A. (2016). The effect of brainstorming on listening comprehension levels of EFL learners. International Journal of Instruction, 9(2), 91-104.
Furnham, A., & Yazdanpanahi, T. (1995). Personality differences and group versus individual brainstorming. Personality and Individual Differences, 19(1), 73-80.
Gilakjani, A. P., & Sabouri, N. B. (2016). Learners' listening comprehension difficulties in English language learning: A literature review. English Language Teaching, 9(6), 123-133.
Jafari, S.M., Ahmadi, S. A., Pahnabi, M., & Dehghani, M. (2018). The impact of four brainstorming activities on listening comprehension: Convergent, divergent, structured, and unstructured. Issues in Educational Research, 28(2), 361-382.
Jafari, S. M., & Anbari, Z. (2017). The effect of brainstorming activities on listening comprehension: A case of Iranian EFL learners. Iranian Journal of Language Teaching Research, 5(3), 35-54. doi:10.22051/jltr.2017.12108.1208
Karahan, E., & Baran, B. (2017). The effectiveness of brainstorming as a post-listening activity in enhancing EFL learners’ listening skills. Journal of Language and Linguistic Studies, 13(1), 102-117.
Khodadady, I., Shirmohammadi, S., &Talebi, F. (2011). Brainstorming and its effect on critical thinking and speaking skills. The Iranian EFL Journal, 7(1), 51-66.
Khodarahmi, R., & Ghanizadeh, A. (2015). Teachers' views on teaching listening comprehension and brainstorming as a listening strategy. International Journal of Language and Linguistics, 2(6), 48-55.
Khotimah, K. (2012). The use of round robin brainstorming to improve students’ listening skill at the tenth grade of SMK Negeri Karanganyar in the academic year 2011/2012. Journal of English and Education, 1(1), 37-47.
Kim, H. J., & Lee, G. (2022). Effects of cooperative brainstorming for improving EFL learners’ listening comprehension. Applied Linguistics and Language Teaching, 1(1), 7-22. https://doi.org/10.31009/allt.2022.v1n1a2
Kurniawati, D. (2019). Improving EFL learners’ listening skills through brainstorming technique. Dinamika Ilmu, 19(2), 193-203. https://doi.org/10.21093/di.v19i2.1669
Li, C. H., Wu, M. H., & Lin, W. L. (2019). The use of a “Think-Pair-Share” brainstorming advance organizer to prepare learners to listen in the L2 classroom. International Journal of Listening, 33(2), 114-127.
Long, M. H. (1983). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5(2), 177-193.
Luo, Z., & Wang, Z. (2017). The effectiveness of brainstorming as a pre-listening activity in EFL listening. Journal of Language Teaching and Research, 8(4), 669-676. https://doi.org/10.17507/jltr.0804.06
Maghsoudi, M., & Haririan, J. (2013). The impact of brainstorming strategies Iranian EFL learners' writing skill regarding their social class status. International Journal of language and Linguistics, 1(1), 60-67.
Maghsoudi, N., & Golshan, M. (2017). The impact of task-based language teaching on listening skill of Iranian EFL learners. Journal of Applied Linguistics and Language Research, 4(6), 241-253.
Mohammad, M. F. M., & Hussein, A. A. (2013). Enhancing students’ motivation to write essays through brainstorming: A comparative study. International Journal of Humanities and social science, 3(9), 191-196.
Nunan, D. (2004). Task-based language teaching. Cambridge university press.
Oniye, M. I., Hassan, Z., Nadjwa, M. N., Abubakar, S., Assake, A. Z., & Lukman, F. (2020). Effect of brainstorming instructional strategy on reflective thinking skills among pre-service teachers of university in Iloron Metropolis. Journal of Critical Reviews, 7(11), 531-534.
Osborn, A. F. (1948). Your creative power: How to use imagination to brighten life, to get ahead. NY: Charles Scribner's Sons.
Osborn, A. F. (1991). Your creative power; how to use your imagination to brighten life, to get ahead. United States of America: Motorola University Press.
Paulus, P. B., & Nijstad, B. A. (Eds.). (2003). Group creativity: Innovation through collaboration. Oxford University Press.
Puccio, G. J., Mance, M., & Murdock, M. C. (2010). Creative leadership: Skills that drive change. Sage Publications.
Rao, Z. (2007). Training in brainstorming and developing writing skills. ELT journal, 61(2), 100-106.
Richards, J. C. (1990). New trends in the teaching of writing in ESL/ EFL in Wang Z. (ed.) ELT in China. Papers Presented in the International Symposium on Teaching English in the Chinese Context, Foreign Language Teaching and Research Press, Beijing.
Richards, J. C. (2008). Teaching listening and speaking from theory to practice. New York: Cambridge University Press.
Rietzschel, E. F., Nijstad, B. A., & Stroebe, W. (2006). Productivity is not enough: A comparison of interactive and nominal brainstorming groups on idea generation and selection. Journal of Experimental Social Psychology, 42(2), 244-251.
Samimi, A., & Sadeghi, K. (2014). The impact of brainstorming on EFL students’ listening comprehension. Theory and Practice in Language Studies, 4(2), 226-231. https://doi.org/10.4304/tpls.4.2.226-231
Soleimani, H., & Taheri Mahmoodabadi, Z. (2013). The effect of pre-task planning through split-information and brainstorming and recall of lexical items by Iranian EFL learners. IJLIALW, 3, 82-96.
Zarif, T. & Mateen, A. (2013). Role of using brainstorming on student learning outcomes during the teaching of Students at the middle level. International Journal of Humanities and Social Sciences Invention, 2 (10), 1-5.
