[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Registration::
Contact us::
Site Facilities::
Flowchart of approve and expert process::
indexing and abstracting::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
:: Volume 14, Issue 1 (spring 2023) ::
j.health 2023, 14(1): 103-112 Back to browse issues page
Boosting Mental Health and Facilitating Self-organization of Information in Mind among Students Taking EGP Course at Ardabil University of Medical Sciences
B Shakiba , M* Davaribina * , H Siahpoosh
Ardabil Branch, Islamic Azad University, Ardabil, Iran
Abstract:   (466 Views)
Background & objective: Mental health is one of the non-intentional factors that affect the learning outcome. Teaching the English language may improve by taking mental health into account. English language learners may suffer from mental pressure, which can negatively influence their mental health and inhibit the self-organization of the information in their mind, especially in long-term memory. Therefore, the present study was carried out to apply new methods in English language teaching by considering mental health to boost and improve mental abilities in English language learning, which is supposed to improve the process of self-organization of the information in mind and increase learning health accordingly. 
Methods: To do the present quasi-experimental research, 203 male and female EFL learners at Ardabil University of Medical Sciences were selected and divided into experimental (93 students) and control (110 students) groups. The experimental group received a 12-week intervention comprising three phases: language tree, scenario writing, and verbal visualization techniques to improve their imagination and develop learning experiences using the Learning Second Language Motivational Self-system (L2MSS). A Likert scale self-report questionnaire on learners' L2MSS was administered before and after the interventions. Also, we used the Oxford Placement Test to assess the proficiency level of the participants. An interview with selected students followed this. We used T-test and ANOVA to analyze the collected data.
Results: Findings indicated that the intervention activities were more effective (p=0.02) in improving the learning experience and motivation of the experimental group participants (MD=2.57, SD=9.7) compared to the control group (MD=-1.25, SD=6.9). Qualitative interview data suggest that the participants find scenario writing more effective than other interventions in increasing their learning experiences motivation. Also, the findings indicated a non-significant effect of language proficiency on the rate of motivation increase.
Conclusion: It has been found that incorporating visual and imaginative techniques into language learning can significantly benefit the learner's mental well-being and future success. Specifically, this approach can improve motivation, make the learning process more accessible, and help self-regulate English language information in mind. Overall, this can lead to a more efficient and effective learning experience.
 
Keywords: Mental Health, Learning Health, Mmotivation, Learning Experiences, L2MSS
Full-Text [PDF 367 kb]   (156 Downloads)    
Type of Study: Research | Subject: General
Received: 2023/08/22 | Accepted: 2016/04/15 | Published: 2016/04/15
References
1. Kasap S. Mental Well-Being And Foreign Language Anxiety. Multicultural Education. 2021; 7(4): 226
2. Yi B. An innovative english teaching model based on mental health theory. Revista Argentina de Clínica Psicológica. 2020; 29(1):360.
3. Magid M, Chan L. Motivating English learners by helping them visualise their Ideal L2 Self: Lessons from two motivational programmes. Innovation in Language Learning and Teaching. 2012;6(2):113-25. [DOI:10.1080/17501229.2011.614693]
4. Xie N. Mental state of english learners and its influential factors. Revista Argentina de Clínica Psicológica. 2020; 29(2):1468.
5. Feng A. A Canon, a Norm and an Attitude: Ideological Dimensions in Foreign Language Education in China. Chicago, IL: Central Library. 1998: 4
6. Weinberg R. Does imagery work? Effects on performance and mental skills. Journal of imagery research in sport and physical activity. 2008;3(1): 6-12 [DOI:10.2202/1932-0191.1025]
7. Dörnyei Z. The L2 Motivational Self System. Motivation, language identity and the L2 self. Multilingual Matters. 2009: 9-42. [DOI:10.21832/9781847691293-003]
8. Haghani N, Maleki M. L2 Motivational Self System" and Learning German in Iran. Journal of Education and Learning. 2018;7(4):136-44. [DOI:10.5539/jel.v7n4p136]
9. Pawlak M. The dynamic nature of motivation in language learning: A classroom perspective. Studies in Second Language Learning and Teaching. 2012;2(2):249-78. [DOI:10.14746/ssllt.2012.2.2.7]
10. Dörnyei Z, Ushioda E. Teaching and researching motivation. Harlow, England. New York, Longman; 2011: 130
11. Kostina M. Motivation to learn English: the power of the future L2 self-images:University of Jyväskylä unpublished dissertation 2020 : 3
12. Dornyei Z, Ryan S. The psychology of the language learner revisited. Routledge; 2015: 87-88 [DOI:10.4324/9781315779553]
13. Papi M, Bondarenko AV, Mansouri S, Feng L, Jiang C. Rethinking L2 motivation research: The 2× 2 model of L2 self-guides. Studies in Second Language Acquisition. 2019;41(2): 337-61. [DOI:10.1017/S0272263118000153]
14. Dörnyei Z. Innovations and challenges in language learning motivation. Routledge. 2020: 1 [DOI:10.4324/9780429485893-1]
15. Taguchi T, Magid M, Papi M. The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study. Motivation, language identity and the L2 self: Multilingual Matters. 2009: 66-97. [DOI:10.21832/9781847691293-005]
16. Markus H, Nurius P. Possible selves. American psychologist. 1986;41(9):954. [DOI:10.1037/0003-066X.41.9.954]
17. Subekti AS. L2 Motivational Self System and L2 achievement: A study of Indonesian EAP learners. Indonesian Journal of Applied Linguistics. 2018;8(1): 57-67. [DOI:10.17509/ijal.v8i1.11465]
18. Freeman DL, Cameron L. Research methodology on language development from a complex systems perspective. The modern language journal. 2008;92(2): 200-13. [DOI:10.1111/j.1540-4781.2008.00714.x]
19. Higgins ET. Self-discrepancy: a theory relating self and affect. Psychological review. 1987;94(3): 319. [DOI:10.1037/0033-295X.94.3.319]
20. Dörnyei Z, Chan L. Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language learning. 2013; 63(3): 437-62. [DOI:10.1111/lang.12005]
21. Lamb M. A self system perspective on young adolescents' motivation to learn English in urban and rural settings. Language learning. 2012; 62(4): 997-1023. [DOI:10.1111/j.1467-9922.2012.00719.x]
22. Safdari S. Operationalizing L2 motivational self system: Improving EFL learners' motivation through a vision enhancement program. Language Teaching Research. 2021; 25(2): 282-305. [DOI:10.1177/1362168819846597]
23. Almond M. Teacher identity-putting the human centre stage: Socio-psychological considerations in English language teaching. Humanising Language Teaching. 2013;15(4): 61
24. Dörnyei Z, Taguchi T. Questionnaires in second language research: Construction, administration, and processing. Routledge. 2009:168 [DOI:10.4324/9780203864739]
25. Mackay J. An ideal second language self intervention: Development of possible selves in an English as a Foreign Language classroom context. System. 2019;81:50-62. [DOI:10.1016/j.system.2019.01.003]
26. Chan HYL. Possible selves, vision, and dynamic systems theory in second language learning and teaching: University of Nottingham Unpublished doctoral dissertation. Nottingham; 2014: 231
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA



XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Shakiba B, Davaribina M, Siahpoosh H. Boosting Mental Health and Facilitating Self-organization of Information in Mind among Students Taking EGP Course at Ardabil University of Medical Sciences. j.health 2023; 14 (1) :103-112
URL: http://healthjournal.arums.ac.ir/article-1-2747-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 14, Issue 1 (spring 2023) Back to browse issues page
مجله سلامت و بهداشت Journal of Health
Persian site map - English site map - Created in 0.15 seconds with 37 queries by YEKTAWEB 4623