Effect of a Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning

Publish Year: 1402
نوع سند: مقاله ژورنالی
زبان: English
View: 141

This Paper With 26 Page And PDF Format Ready To Download

  • Certificate
  • من نویسنده این مقاله هستم

استخراج به نرم افزارهای پژوهشی:

لینک ثابت به این Paper:

شناسه ملی سند علمی:

JR_JTLS-42-2_002

تاریخ نمایه سازی: 27 خرداد 1402

Abstract:

Attention has been drawn to recent, expanding studies on Second Language (L۲) online programs and problems with people with learning difficulties, including Attention Deficit Hyperactivity Disorder (ADHD). This group of learners suffers from feelings of detachment and low self-confidence due to their lack of Willingness to Communicate (WTC) in an online classroom. Thus, the current quasi-experimental study explored the impact of a supplementary intervention targeted at helping learners create, substantiate, and live up to their ideal L۲ self-images on multivariate components of ADHD learners' WTC in online English classes. For this purpose, ۲۹ Iranian ADHD learners selected through convenience sampling were divided into two equivalent groups based on their ADHD levels. The groups were then randomly assigned to an experimental (N = ۱۵) and a control condition (N = ۱۴). In the experimental group, the vision ignition intervention was integrated into a ۱۰-week online English course, whereas the control group's learners received no vision-enhancement intervention throughout the course. The learners' WTC was measured through a standard psychometric survey at the outset and conclusion of the course. Multivariable Analysis of Covariance (MANCOVA) was conducted to determine whether a linear combination of the subcomponents resulted in significant differences between groups. Along with an overall significant between-group difference in WTC, the results revealed the intervention's significant impact on WTC's two subcomponents: communicative self-confidence and integrative orientation.

Authors

Amir Arsalan Sharifi

Islamic Azad University of Isfahan (Khorasgan) Branch

Hossein Heidari Tabrizi

Islamic Azad University of Isfahan (Khorasgan) Branch

Azizeh Chalak

Islamic Azad University of Isfahan (Khorasgan) Branch

مراجع و منابع این Paper:

لیست زیر مراجع و منابع استفاده شده در این Paper را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود Paper لینک شده اند :
  • Al-Murtadha, M. (۲۰۱۸). Enhancing EFL learners' willingness to communicate with ...
  • Cheng, H. F. (۲۰۲۱). The effect of language-specific grit and ...
  • Dörnyei, Z. (۲۰۰۹). The L۲ motivational self-system. In Z. Dörnyei ...
  • Dörnyei, Z., & Ushioda, E. (۲۰۱۳). Teaching and Researching Motivation. Routledge. ...
  • Faramarzi, S., Tabrizi, H. H., & Chalak, A. (۲۰۱۹). The ...
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. ...
  • Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, ...
  • Ghanizadeh, A., Eishabadi, N., & Rostami, S. (۲۰۱۶). Motivational dimension ...
  • Kim, T. Y., & Kim, Y. K. (۲۰۱۱). The effect ...
  • Lan, G., Nikitina, L., & Woo, W. S. (۲۰۲۱). Ideal ...
  • MacIntyre, P. D., Babin, P.A., & Clément, R. (۱۹۹۹). Willingness ...
  • Magid, M., & Chan, L. (۲۰۱۱). Motivating English learners by ...
  • Munezane, Y. (۲۰۱۵). Enhancing willingness to communicate: Relative effects of ...
  • Ruvolo, A. P. & Markus, H. R. (۱۹۹۲). The power ...
  • Van der Helm, R. (۲۰۰۹). The vision phenomenon: Towards a ...
  • Wurf, E., & Markus, H. (۱۹۹۱). Possible selves and the ...
  • Yaali, F., & Chalak, A. (۲۰۱۵). Impact of online project ...
  • You, C. J., Dornyei, Z., & Csizér, K. (۲۰۱۶). Motivation, ...
  • نمایش کامل مراجع