The Impact of Visualization and Graphic Organizers on EFL Learners’ Cognitive, Emotional, and Behavioral Engagement and Listening
Subject Areas : All areas of language and translation
Leily Ganeh Badrabad
1
(MA in TEFL. Islamic Azad University, Mashhad Branch, Iran)
Afsaneh Ghanizadeh
2
(Assistant Professor of TEFL, Imam Reza International University, Mashhad, Iran)
Keywords:
Abstract :
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 Unpublished MA Thesis.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.
