The Effect of Different Components of the Brainling Model (i.e., Cultuling, Cogling, Sensoling, and Emoling) on their Recall and Retention of Complex Structures: EFL Learners’ Perceptions in Focus

محورهای موضوعی : Research in English Language Pedagogy

Mohadese Karimi ¹ , Neda Fatehi Rad ² , Vale Jalali 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 .

تاریخ دریافت : 1403/07/15 تاریخ پذیرش : 1404/01/19 تاریخ انتشار : 1404/03/10

کلید واژه: Complex Structures, Recall, Retention, the Brainling Model,

چکیده مقاله :

Contrary to the importance of recall and retention of complex structures in general and RSs in particular in language performance, they are difficult for EFL learners. To reduce EFL learning difficulties, different strategies have been put forth. This study explored EFL learners’ perceptions of the effect of different components of the Brainling Model (i.e., cultuling, cogling, sensoling, and emoling) on their recall and retention of complex structures. To this end, a content analysis design was used. Ten lower-intermediate female EFL learners from a private language institute in Kerman participated in this study through purposive sampling. This research used a semi-structured interview with five open-ended questions to collect the data. For data analysis, the transcribed interview data were exposed to manual thematic analysis via open, axial, and selective coding. Regarding EFL learners’ perceptions of the effect of different components of the Brainling Model, the following perceptions were identified: Reducing Ambiguity of Complex Structures, Reducing Difficulty of Learning Complex Structures, Designing Appropriate Tasks for Complex Structures, Increasing Learner Control over Learning Complex Structures, Enhancement of Teaching Materials, Activation of Different Senses, and Activation of Emotion and Cognition. With regard to EFL learners’ perceptions of the effect of different components of the Brainling Model, the following perceptions were recognized: Enhancement of Memorization, Reducing Rate of Forgetting, Enhancement of Long-Term Learning, and Increasing Learning Speed. The findings have some implications for EFL textbooks and curriculum developers, teachers, and researchers.

چکیده انگلیسی:

Contrary to the importance of recall and retention of complex structures in general and RSs in particular in language performance, they are difficult for EFL learners. To reduce EFL learning difficulties, different strategies have been put forth. This study explored EFL learners’ perceptions of the effect of different components of the Brainling Model (i.e., cultuling, cogling, sensoling, and emoling) on their recall and retention of complex structures. To this end, a content analysis design was used. Ten lower-intermediate female EFL learners from a private language institute in Kerman participated in this study through purposive sampling. This research used a semi-structured interview with five open-ended questions to collect the data. For data analysis, the transcribed interview data were exposed to manual thematic analysis via open, axial, and selective coding. Regarding EFL learners’ perceptions of the effect of different components of the Brainling Model, the following perceptions were identified: Reducing Ambiguity of Complex Structures, Reducing Difficulty of Learning Complex Structures, Designing Appropriate Tasks for Complex Structures, Increasing Learner Control over Learning Complex Structures, Enhancement of Teaching Materials, Activation of Different Senses, and Activation of Emotion and Cognition. With regard to EFL learners’ perceptions of the effect of different components of the Brainling Model, the following perceptions were recognized: Enhancement of Memorization, Reducing Rate of Forgetting, Enhancement of Long-Term Learning, and Increasing Learning Speed. The findings have some implications for EFL textbooks and curriculum developers, teachers, and researchers.

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