Tackling Iranian Epileptic EFL Learners’ Foreign Language Anxiety and Vocabulary Learning via a Social, Meta-cognitive, and Problem-Solving Skills Training Package: Online and Traditional Contexts in Focus

Subject Areas : Research in English Language Pedagogy

Vale Jalali ¹ , Mina Rohanizadeh ² , Neda Fatehi Rad ³

1 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
2 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran
3 - Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran

Received: 2023-08-16 Accepted : 2023-09-30 Published : 2024-06-09

Keywords: Epileptic EFL Learners, Foreign Language Anxiety, Social, Meta-cognitive and Problem-Solving Skills Training Package, Vocabulary Learning,

Abstract :

The problems of epileptic EFL learners are more serious than those of normal learners. Mostly, in the context of language learning, they perform weakly in productive and verbal skills. This study investigated whether a social, meta-cognitive, and problem-solving skills training package affects foreign language anxiety, and vocabulary learning of epileptic EFL learners. The participants were selected through purposive sampling from among those referring to the Long Term Video EEG Monitoring Center in Kerman. To collect the data, the FL Anxiety Scale, TOEFL Vocabulary Test, Quick Placement Test, and the Social, Meta-cognitive, and Problem-solving Skills Training Package were recruited. To analyze the data, descriptive statistics, and ANCOVA were run. The findings of the study showed that the effectiveness of the mentioned training package on Iranian epileptic EFL learners’ FL anxiety and vocabulary learning in online was more effective than in the traditional context. The results have implications for the epileptic EFL learners and EFL teachers.

References:

Abedi, J. (2009). Computer testing as a form of accommodation for English language learners. Educational Assessment, 14(3), 195-211. https://doi.org/10.1080/10627190903448851
Alshehri, K. (2022). The implications of authenticity and intensity in EFL teaching: A study of the intensive-year programme at the college of telecom and electronics (CTE), in Saudi Arabia. Sino-US English Teaching, 13(6), 409-439. https://doi:10.17265/1539-8072/2016.06.001
Amini, D., Anhari, M. H., Ghasemzadeh, A., & Tarnopolsky, O. (2020). Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners. Cogent Education, 7(1), 1-17. https://doi.org/10.1080/2331186X.2020.1787018
Andujar, A., Salaberri-Ramiro, M. S., & Cruz Martínez, M. S. (2020). Integrating flipped foreign language learning through mobile devices: Technology acceptance and flipped learning experience. Sustainability, 12(3),101-110. https://doi.org/10.3390/su12031110
Awaliyah, I. T. A., Taufiq, A., & Hafina, A. (2019). The effectiveness of sociodrama to improve students’ anger management skills. Islamic Guidance and Counseling Journal, 2(2), 56–65. https://doi.org/10.25217/igcj.v2i2.397
Bailey, K., McAdam-Wong, D., & Im-Bolter, N. (2021). Language measurement in childhood epilepsy: A review. Brain and Language, 217, 1-10. https://doi.org/10.1016/j.bandl.2021.104940
Bracket, M. A. Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406–417. https://doi.org/10.1002/pits.20478
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Daguay-James, H., & Bulusan, F. (2020). Metacognitive strategies on reading English texts of ESL freshmen: A sequential explanatory mixed design. TESOL International Journal, 15(1), 20-30.
Dallagi , M. (2021). Recognition and application of reading strategies : Case of Tunisian University learners. Journal of Practical Studies in Education , 2(2), 14-24. https://doi.org/10.46809/jpse.v2i2.19
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.
Golshan, F., Moinzadeh, M., Haddad Narafshan, M., & Afarinesh, M. R. (2019). The efficacy of teaching English as a foreign language to Iranian students with autism spectrum disorder on their social skills and willingness to communicate. Iranian Journal of Child Neurology, 13(3), 61-73. PMCID: PMC6586454
Hall, M., Hanna, L.A., Hanna, A., & Hall, K. (2015). Associations between achievement goal orientations and academic performance among students at a UK Pharmacy School. American Journal of Pharmaceutical Education, 79 (5), 64-105. https:// doi.org/10.5688/ajpe79564
Hashim, H.U., Yunus, M.M., & Norman, H. (2022). Autism children and English vocabulary learning: A qualitative inquiry of the challenges they face in their English vocabulary learning journey. Children, 9(628), 1-12. https:// doi.org/10.3390/children9050628
Jan, M., Soomro, S., & Ahmad, N. (2017). Impact of social media on self-esteem. European Scientific Journal, 13(23), 329-341. https://doi.org/10.19044/esj.2017.v13n23p329
Karademir, C. A. (2019). Students’ social studies-oriented academic risk-taking behaviours and autonomous learning skills. Cypriot Journal of Educational Sciences, 14(1), 56–68. https://doi.org/10.18844/cjes.v14i1.4038
Karaoglan Yilmaz, F. G., & Yilmaz, R. (2019). Impact of pedagogic agent-mediated metacognitive support towards increasing task and group awareness in CSCL. Computers & Education, 134, 1–14. https://doi.org/10.1016/j.compedu.2019.02.001
Kassem, M. A. M. (2018). Improving EFL students' speaking proficiency and motivation: A hybrid problem-based learning approach. Theory and Practice in Language Studies, 8(7), 848-859. http://dx.doi.org/10.17507/tpls.0807.17
Kian, M., Ehsangar., H., & Izanloo, B. (2020). The effect of hidden curriculum on creativity and social skills: The perspective of elementary schools. Social Behavior Research & Health, 4(1), 487-496. https://doi.org/10.18502/sbrh.v4i1.2828
Mohamadpour, P., Talebinezhad, M.R., & Tabatabaei, S.O. (2019). Impact of metacognitive strategy instruction on Iranian EFL learners’ listening anxiety. International Journal of Foreign Language Teaching & Research, 7 (26), 57-68. JR_JFL-7-26_004
Mohammadi, F. S. (2017). The effect of authentic problem-based vocabulary tasks on vocabulary learning of EFL learners. International Journal of Education and Literacy Studies, 5(3), 35-40. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.35
Mohsen, M. A., & Shafeeq, C. P. (2014). EFL teachers' perceptions on Blackboard applications. English Language Teaching, 7(11), 108-118. https:// doi:10.5539/elt.v7n11p108
Naigles, L.R. (2021). It takes all kinds of information to learn a language: Investigating the language comprehension of typical children with Autism. Current Directions in Psychological Science, 30(1), 11-18. https://doi.org/10.1177/0963721420969404
Navarro, Z. I. T. (2021). Metacognitive strategies for reading comprehension in basic education students. Asian Journal of Education and Social Studies, 10, 34-46. https:// DOI: 10.9734/ajess/2021/v14i430362
Radia, B. (2019). Approaching a reading course via moodle-based blended learning: efl learners’ insights. Modern Journal of Language Teaching Methods (MJLTM), 9(11), 1-12. https:// doi.org/10.26655/mjltm.2019.11.1
Sadeghy, A. R., & Mansouri, A. (2014). The relationship between learners’ goal-oriented and self-regulated learning and their endorsement of L2 learning strategies. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 5 (2), 574-593. https:// doi.org/ 10.52547/ieepj.4.3.492
Samadani, Sh., & Shangarffam, N, (2019). The effect of using online metacognitive strategies practice on EFL learners’ vocabulary achievement. The Journal of English Language Pedagogy and Practice, 12 (25), 197-218. https:// doi.org/ 10.30495/JAL.2020.675862
Shimizu, I., Matsuyama, Y., Duvivier, R., & van der Vleuten, C. (2021). Contextual attributes to promote positive social interdependence in problem-based learning: a qualitative study. BMC medical education, 21(1), 1-9. https://doi.org/10.1186/s12909-021-02667-y
Shao, K., Yu, W., & Ji, Zh. (2013) An exploration of Chinese EFL students’ emotional intelligence and foreign language anxiety. The Modern Language Journal, 97 (4), 917-929. https:// DOI: 10.1111/j.1540-4781.2013.12042.x
Tan, O. S. (2021). Problem-based learning innovation: Using problems to power learning in the 21st century. Gale Cengage Learning.
Tavallai, E., & Marzban, A. (2015). Becoming autonomous learners through self-regulated learning. Journal of Applied Linguistics and Language Research, 2 (1), 72-83.
Teoh, M. L., Ansarian, L., Tik, O. L., & Nair, A. B. (2019). The effects of problem-based language learning on the listening comprehension skills of Malaysian Undergraduate Students. Journal of Asia TEFL, 16(3), 996-1010. http://dx.doi.org/10.18823/asiatefl.2019.16.3.16.996
Yamini, M., Rashidi, N., & Shafiei, E. (2010). On the relationship between EFL learners’ oral communication apprehension and self-esteem. Ferdowsi Review, 1, 33-55.
Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2013). The use of Information and Communication Technology (ICT) in teaching ESL writing skills. English Language Teaching, 6(7), 1-8. https:// DOI.org/10.5539/elt.v6n7p1
Zimmerman, M. A., Israel, B. A., Schulz, A., & Checkoway, B. (1992). Further explorations in empowerment theory: An empirical analysis of psychological empowerment. American Journal of Community Psychology, 20, 707-727. https://doi.org/10.1007/BF01312604