A Mixed-Methods Study on the Effect of Brain-Based Techniques and Teacher Support on EFL Writing in Iran
محورهای موضوعی : آموزش زبان انگلیسی
Hamed Badpa
1
,
Mojtaba Daneshmandi
2
,
Esmail Zare Behtash
3
1 - Department of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak, Iran
2 - English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran
3 - Professor in English Literature, English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran
کلید واژه: Brain-Based Learning Strategies, Teacher Support, Writing Accuracy, Writing Anxiety, Writing Complexity, Writing Fluency,
چکیده مقاله :
Writing is a vital skill in second language education; however, writing anxiety often hinders the performance of English as a Foreign Language (EFL) learners, particularly in high-stakes contexts like Iran where it affects academic and career prospects. This mixed-methods study examined the impact of brain-based learning strategies (BBLSs) on writing complexity, accuracy, and fluency (CAF) among 90 Iranian intermediate EFL learners with high and low anxiety, focusing on the role of teacher support (TS). Using a quasi-experimental design, participants were randomly assigned to three groups: a control group receiving traditional grammar-focused instruction, a BBLS group with low TS, and a BBLS group with high TS. Over six weeks, BBLS groups engaged in activities fostering relaxed alertness, orchestrated immersion, and active processing, while the control group followed conventional lectures. A pretest and a posttest measured the participants’ writing CAF. Moreover, the Quick Oxford Placement Test and English writing anxiety scale ensured English language proficiency and anxiety classification, respectively. Furthermore, a teacher support scale and semi-structured interviews captured learner perceptions. MANOVA and t-tests revealed that BBLS significantly enhanced the writing CAF across both BBLS groups, with the high-TS group demonstrating greater improvements in all metrics, especially among high-anxiety learners, who showed reduced emotional distress. Thematic analysis of interviews highlighted positive perceptions of BBLSs, particularly with high TS, which increased engagement, boosted confidence, facilitated overcoming challenges, and reduced anxiety. These findings suggest that integrating BBLSs with robust TS can significantly improve EFL writing instruction, reduce anxiety, and inform teacher training and curriculum design for enhanced learning outcomes in diverse EFL contexts.
Writing is a vital skill in second language education; however, writing anxiety often hinders the performance of English as a Foreign Language (EFL) learners, particularly in high-stakes contexts like Iran where it affects academic and career prospects. This mixed-methods study examined the impact of brain-based learning strategies (BBLSs) on writing complexity, accuracy, and fluency (CAF) among 90 Iranian intermediate EFL learners with high and low anxiety, focusing on the role of teacher support (TS). Using a quasi-experimental design, participants were randomly assigned to three groups: a control group receiving traditional grammar-focused instruction, a BBLS group with low TS, and a BBLS group with high TS. Over six weeks, BBLS groups engaged in activities fostering relaxed alertness, orchestrated immersion, and active processing, while the control group followed conventional lectures. A pretest and a posttest measured the participants’ writing CAF. Moreover, the Quick Oxford Placement Test and English writing anxiety scale ensured English language proficiency and anxiety classification, respectively. Furthermore, a teacher support scale and semi-structured interviews captured learner perceptions. MANOVA and t-tests revealed that BBLS significantly enhanced the writing CAF across both BBLS groups, with the high-TS group demonstrating greater improvements in all metrics, especially among high-anxiety learners, who showed reduced emotional distress. Thematic analysis of interviews highlighted positive perceptions of BBLSs, particularly with high TS, which increased engagement, boosted confidence, facilitated overcoming challenges, and reduced anxiety. These findings suggest that integrating BBLSs with robust TS can significantly improve EFL writing instruction, reduce anxiety, and inform teacher training and curriculum design for enhanced learning outcomes in diverse EFL contexts.
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