Multiple Pathways to the Student’s Brain: An Appropriate Tool to Impact on EFL Learners’ Stress, Anxiety, Depression, and Perceived Supportive Learning Climate

Journal of English Language Pedagogy and Practice

دوره 13، شماره 26، آبان 2020، صفحه 96-117   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2020.676935

نویسندگان

Jila Naeini¹؛ Javanshir Asadi^{* 1}؛ Nasrin Sadat Azami²

¹Department of Psychology, Gorgan Branch, Islamic Azad University, Gorgan, Iran

²Department of Biology, Gorgan Branch, Islamic Azad University, Gorgan, Iran

چکیده

The impetus behind the current study was to get the best use of all possible pathways of the learner’s brain. Multiple-pathway model, one model of brain-based instruction, on which the current study was based, has synergic effect addressing sensory-motor, emotion, reward, attention, memory, language, frontal lobe (executive function), and social pathways of the learner’s brain altogether. To this aim, this quasi-experimental research, with pretest-intervention-posttest design, was carried out. The participants, who were selected through a convenient sampling method, included 30 BA University students studying TEFL at Islamic Azad University, Aliabad Katoul Branch, and 30 BA University students studying TEFL at Islamic Azad University, Gorgan Branch, were placed into two experimental and control groups, respectively. The instrumentation included DASS 21 and Learning Climate Questionnaires (LCQ) which were used as the pretest and posttest prior to and after the 10 session intervention of brain-based instruction for the experimental group. Descriptive and inferential analysis of collected data indicated the significant impact of the instruction on the participants’ stress, anxiety, depression, and perceived supportive learning climate in the experimental group.

کلیدواژه‌ها

multiple pathways؛ stress؛ anxiety؛ depression؛ perceived supportive learning climate

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