writing performance of cognitively more and less active efl learners under the engage model: a mixed methods study

Developments in cognitive psychology have proved effective in studies pertained to language learning and teaching, should they be employed by the second language acquisition (sla) research. the present study was an attempt to investigate the effect of using the engage model, as an innovation in the learning psychology and mindfulness, on the writing performance of cognitively more and less active efl learners. the participants of the study were 60 intermediate-level male efl learners in farhangian teacher education university who were randomly selected from a large pool of efl learners (n=80) based on their performance on a standard version of opt. the selected participants were assigned to the two groups of the engage model (the experimental group) and communicative language teaching (clt) (the control group), with 30 students in each. the participants were also specified in terms of their cognitive ability as cognitively more or less active learners based on their answers to a validated cognitive profile questionnaire. the learners in both groups went through the processes of pretesting, intervention, and post-testing. then, the quantitative data were analyzed through using analysis of covariance (ancova), and the results revealed that the experimental group had a better performance than the control group in the writing post-test. likewise, it was found that the cognitively more active learners in both groups outperformed their cognitively less active counterparts in the post-test of l2 writing ability. confirming the quantitative findings, the results of the qualitative phase of the study also revealed that l2 learners with a cognitively high active profile benefited more from the engage model than the less cognitively active learners.

Writing Performance of Cognitively More and Less Active EFL Learners Under the Engage Model: A Mixed Methods Study

Developments in cognitive psychology have proved effective in studies pertained to language learning and teaching, should they be employed by the Second Language Acquisition (SLA) research. The present study was an attempt to investigate the effect of using the ENGAGE Model, as an innovation in the learning psychology and mindfulness, on the writing performance of cognitively more and less active EFL learners. The participants of the study were 60 intermediate-level male EFL learners in Farhangian Teacher Education University who were randomly selected from a large pool of EFL learners (N=80) based on their performance on a standard version of OPT. The selected participants were assigned to the two groups of the ENGAGE Model (the experimental group) and Communicative Language Teaching (CLT) (the control group), with 30 students in each. The participants were also specified in terms of their cognitive ability as cognitively more or less active learners based on their answers to a validated cognitive profile questionnaire. The learners in both groups went through the processes of pretesting, intervention, and post-testing. Then, the quantitative data were analyzed through using Analysis of Covariance (ANCOVA), and the results revealed that the experimental group had a better performance than the control group in the writing post-test. Likewise, it was found that the cognitively more active learners in both groups outperformed their cognitively less active counterparts in the post-test of L2 writing ability. Confirming the quantitative findings, the results of the qualitative phase of the study also revealed that L2 learners with a cognitively high active profile benefited more from the ENGAGE Model than the less cognitively active learners.