Assessing the Impact of Interactive Language Learning Tools onStudent Engagement: A Critical Pedagogy Perspective OverElementary Level Students of One Class

Humans are efficient language learners and inherently social creatures. Our language development islargely shaped by our social interactions, for example, the demonstration and feedback from caregivers.Contrary to human language learning, recent advancements in large language models have primarilyadopted a non-interactive training paradigm, and refined pre-trained models through feedbackafterward. The use of learning methods plays an important role and receives special attentions for alearner’s life. We live in digital era, where everyone wants something efficient, effective, dynamic, fastand interactive. The term ‘interactive’ appears in two distinct strands of educational research discourse:one concerning pedagogy and the other concerning new technologies in education. Teaching learnerswith traditional method where there is only one way of communication is no longer effective. The word‘interactive’ is the key to have an effective and efficient teaching and learning process where theteacher can grab learners’ attention and learners can learn more in comparison to that of the traditionalmethod. Traditionally, most of the learners have been acquiring information and knowledge throughless involvement of learners whereby learners only sit and listen to the unfaltering lectures. In addition,learners will copy down the endless indescribable notes that have been written on the whiteboard. Theaim of the research was to determine the effect of using an interactive notebook on the learning andmemory of seventh grade students in District 2 of Tehran. The current research is applied in terms ofpurpose and semi-experimental. The statistical population of this research included all secondary schoolstudents of the first period (first grade) of District 2 of Tehran. From this society, 60 students wererandomly selected and randomly divided into two experimental and control groups. The experimentalgroup used an interactive notebook, but the control group followed the usual form of learning. Researchtools included pre-test, post-test (learning test) and follow-up (remembering test). The obtained datawere analyzed by covariance analysis. The findings of the covariance analysis showed that the use ofinteractive notebooks can be effective on the learning and memorization of secondary school students inthe first period of district 2 of Tehran (0.001). According to the findings, one of the effective teachingmethods on learning and memorizing course materials is the use of interactive notebooks by students.

Assessing the Impact of Interactive Language Learning Tools onStudent Engagement: A Critical Pedagogy Perspective OverElementary Level Students of One Class Keywords:

Interactive notebook , learning , memory , students , seventh grade.