The Influence of Emotion Based Language Instruction on Speaking and Writing Skills among EFL learners: An Empirical Study

https://doi.org/10.32996/ijllt.2020.3.12.25

Authors

  • Seyyed Mohammad Reza Adel Associate professor, Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
  • Hossein Najjari Assistant Professor, Department of English Language, University of Gonabad, Gonabad, Iran
  • Marziyeh Farivar Assistant Professor, Department of English Language, University of Gonabad, Gonabad, Iran
  • Tahereh Heydarnejad English Lecturer (Ph.D. Candidate in TEFL), Department of English Language, University of Gonabad, Gonabad, Iran

Keywords:

Emotion Based Language Learning Instruction (EBLI), emotioncy, emotions, productive skills, EFL students

Abstract

Effective learning is the ultimate goal in every educational system, which can be achieved by considering the intertwined relationships of both cognitive and affective procedures. In line with this argument, this study intends to shed light on the impact of Emotion Based Language Instruction (EBLI) in enhancing teaching productive skills (speaking and writing) to EFL students. To do so, Quasi-Experimental Study was carried out among Iranian English as foreign language (EFL) students. The learning materials and the supplementary parts were selectively developed based on the Metric of Emotioncy designed by Pishghadam (2016). To observe the influence of EBLI, the differences in scores of pre and posttest of IELTS were statistically calculated. The results displayed a significant change in speaking and writing skills among students in the experimental group. The findings of the present study may foster EBLI implementation and increase the related knowledge in teaching foreign/second languages.

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Published

2020-12-30

How to Cite

Adel, S. M. R. ., Najjari, H. ., Farivar, M. . ., & Heydarnejad, T. . (2020). The Influence of Emotion Based Language Instruction on Speaking and Writing Skills among EFL learners: An Empirical Study . International Journal of Linguistics, Literature and Translation, 3(12), 215-225. https://doi.org/10.32996/ijllt.2020.3.12.25