Designing Supplementary Materials for Prospect Series and Probing their Impact on Emotional Facet and Perceptions

Subject Areas : Research in English Language Pedagogy

Mohammad Hassan  Alishahi ¹ (English Department. Islamic Azad University, Torbat Heydarieh Branch)
Afsaneh  Ghanizadeh ² (English Department, Imam Reza International University, Mashhad, Iran.)
Akram  Hosseini ³ (English Department, Imam Reza International University, Mashhad, Iran.)

Received: 2018-11-20 Accepted : 2019-02-13 Published : 2019-02-01

Keywords: emotional intelligence, Language achievement, Experimental design, Supplementary materials, Perceptions of classroom activities,

Abstract :

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.

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