The Impact of Visualization and Graphic Organizers on EFL Learners’ Cognitive, Emotional, and Behavioral Engagement and Listening

Journal of Language and Translation

مقاله 1، دوره 9، شماره 3، مهر 2019، صفحه 1-15   

نوع مقاله: Research Articles

نویسندگان

Leily Ganeh Badrabad¹؛ Afsaneh Ghanizadeh^{* 2}

¹MA in TEFL. Islamic Azad University, Mashhad Branch, Iran

²Assistant Professor of TEFL, Imam Reza International University, Mashhad, Iran

چکیده

The present study examined the impact of visualization and graphic organizers as pre-listening strategies on English as a foreign language (EFL) learners’ cognitive, behavioral, and emotional engagement and their listening comprehension. To do so, this study was carried out in three listening classes at Islamic Azad University of Mashhad. The participants included 80 junior EFL university students. A quasi experimental design with a control group and two experimental groups (graphic organizers and visualization) was utilized. Students’ engagement was assessed through academic engagement questionnaire measuring behavioral, emotional, and cognitive aspects of academic engagement. A sample IELTS (International English Language Testing System) test was utilized to gauge students’ level of listening proficiency. To examine the impact of the two intervention techniques on listening proficiency level, an analysis of variance (ANOVA) was run. A one-way between-groups multivariate analysis of variance (MANOVA) was utilized to investigate the role of graphic organizers and visualization in students’ behavioral, cognitive, and emotional engagement. The results demonstrated the effectiveness of graphic organizers and visualization as pre-listening strategies in enhancing EFL university students’ listening achievement as well as their engagement.  The results of post-hoc analysis showed that visualization and graphic organizer techniques were equally influential in enhancing learners’ listening proficiency.  It was also found the emotional engagement exhibited the highest difference and cognitive engagement showed the lowest difference.

کلیدواژه‌ها

Behavioral engagement؛ Cognitive engagement؛ Emotional engagement؛ Graphic organizers؛ Listening comprehension؛ Visualization

مراجع

Ausubel, D. P., Novak, J., & Hanesian, H. (1984). Educational psychology: a cognitive view New York: Holt, Rinehart and Winston.

Boers, F., Eyckmans, J., & Stengers, H. (2007). Presenting figurative idioms with a touch of etymology: More than mere mnemonics? Language Teaching Research, 11(1), 43-62.

Çakmak, M. (2010). An examination of concept maps created by prospective teachers on teacher roles. Procedia-Social and Behavioral Sciences, 2(2), 2464-2468.

Center, Y., Freeman, L., Robertson, G., & Outhred, L. (1999). The effect of visual imagery training on the reading and listening comprehension of low listening comprehenders in year 2. Journal of Research in Reading, 22(3), 241-256.

Fahim, M., & Heidari, F. (2006). The impact of map training as a post-listening strategy on EFL learners' listening comprehension. Zaban-va-Adab, 24, 106-122.

Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement: What do children need to flourish?London: Springer.

Ghanizadeh, A. (2007). On the impact of concept mapping on EFL learners' reading comprehension. Paper presented at the forth TELSI conference on issues in language teaching in Iran. Tehran, Iran.

Ghanizadeh, A. (2011). Concept maps: Assessment tools of L2 reading comprehension. Germany: LAP Publication.

Golestani, N. (2017). Designing and validating EFL teachers' smart classroom management scale and exploring its role in students' engagement and language achievement. Unpublished MA Thesis. Imam Reza International University, Mashhad, Iran. .  

Guerrero, A. M. (2003). Visualization and reading comprehension. LA: Eric Institute of Education

            Sciences.

 Mazoyer, B., Tzourio-Mazoyer, N., Mazard, A., Denis, M., & Mellet, E. (2002). Neural bases of image and language interactions. International Journal of Psychology, 37(4), 204-208.

Novak, J., & Canas, A. (2008). The theory underlying concept maps and how to construct and use them (Technical Report IMHC Cmap Tools 2006-01 Rev 01-2008). Pensicola, FL: Florida Institute for Human and Machine Cognition.

Novak, J. D. (1998). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahweh, NJ:  Lawrence Erlbaum Association.

Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge: Cambridge University Press.

Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston. Slamecka, NJ, and P. Graf. 1978. The gener ation effect: Delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4, 592-604.

Pishghadam, R., & Ghanizadeh, A. (2006). On the impact of concept mapping as a prewriting activity on EFL learners'writing ability. Iranian Journal of Applied Linguistics,9(2), 1-26.

Sadoski, M., & Paivio, A. (1994). A dual coding view of imagery and verbal processes in reading comprehension. Reading Research Quarterly, 20, 658-67.

Tomlinson, B. (1993). Do we see what they mean? Unpublished PhD Paper, University of Nottingham.

Tomlinson, B. (2000). Talking to yourself: The role of the inner voice in language learning. Applied Language Learning, 11(1), 123-154.

 

Tomlinson, B. (2001). Connecting the media :a multi-dimensional approach to teaching language through literature.  The English Teacher, 4(2), 104-115.

Tomlinson, C. A. (2005). Differentiating instruction: Why bother? National Middle School Association (NJ1), 9(1), 12-14.

Usó-Juan, E., & Martínez-Flor, A. (2006). Approaches to language learning and teaching: Towards acquiring communicative competence through the four skills. Current Trends In The Development and Teaching of the Four Language Skills, 15, 3-25.