اثربخشی روش‌های یاددهی- یادگیری مبتنی بر مغز بر بازده‌های شناختی - عاطفی یادگیری زبان انگلیسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجو دکتری روانشناسی تربیتی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران

2 گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران

3 گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران

10.22034/jmpr.2025.13456

چکیده

هدف پژوهش حاضر، تعیین اثربخشی آموزش مبتنی بر مغز بر بازده‌های شناختی و عاطفی یادگیری زبان انگلیسی بود. در راستای این هدف و در قالب طرح آزمایشی بین گروهی با پیش‌آزمون و پس‌آزمون از دانش‌آموزان پایه نهم شهرستان بستان‌آباد است. آزمودنی‌ها 30 نفر به روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب و در دو گروه آزمایش و کنترل (دو کلاس 15 نفره) جایگزین شدند. سپس برای گروه‌های آزمایشی راهبردهای آموزشی مبتنی بر مغز طی 10 جلسه به مرحله اجرا گذارده شده و برای گروه کنترل، مداخله‌ای به عمل نیامده جهت اندازه‌گیری بازده‌های شناختی - عاطفی یادگیری در دو مرحله پیش‌آزمون و پس‌آزمون از آزمون پیشرفت تحصیلی زبان انگلیسی و پرسشنامه انگیزش و نگرش یادگیری زبان خارجی گاردنر استفاده شد. تحلیل داده‌ها با استفاده از روش تحلیل کوواریانس چند متغیره نشان داد بهبود بازده‌های شناختی- عاطفی یادگیری زبان انگلیسی اثربخش است. این یافته‌ها تلویحات کاربردی در عرصه‌های آموزش زبان انگلیسی داشته که به طور مبسوط مورد بحث واقع می‌شود.

کلیدواژه‌ها


عنوان مقاله [English]

Effectiveness of Brain-Based Learning Teaching Methods on Emotional Cognitive Outcomes of English Language Learning

نویسندگان [English]

  • Mina Pezhmanfard 1
  • Shahram Vahedi 2
  • Touraj Hashemi 3
  • Mansour Bayrami 3
1 PhD student of Educational Psychology, Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
2 Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
3 Department of Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
چکیده [English]

The purpose of this study was to determine the effectiveness of brain-based education on cognitive-affective outputs of English learning which was done in line with this goal and in the form of an inter-group pilot project with pre-test and post-test with the ninth grade students of Bostanabad city. Testers were selected by multi-stage cluster sampling and were replaced in two experimental and control groups (two classes of 15 people). Then, for the experimental groups, brain-based training strategies were implemented in 10 sessions and for the control group, no intervention was performed. The English achievement &Attitude/Motivation Test Battery questionnaire were used to measure the background and motivational learning conditions in the two stages of pre-test and post-test. Data analysis using multivariate analysis of covariance showed that improving the cognitive-affective outputs for learning English is effective. These findings have practical implications for the areas of English language teaching that are discussed in detail.

کلیدواژه‌ها [English]

  • brain based learning
  • learning
  • English language
  • cognitive-affective outputs
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