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

Document Type : Research Paper

Authors

Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

Abstract

Attention has been drawn to recent, expanding studies on Second Language (L2) 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 L2 self-images on multivariate components of ADHD learners' WTC in online English classes. For this purpose, 29 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 = 15) and a control condition (N = 14). In the experimental group, the vision ignition intervention was integrated into a 10-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.

Keywords

Main Subjects

References

Al-Murtadha, M. (2018). Enhancing EFL learners' willingness to communicate with visualization and goal-setting activities. TESOL Quarterly, 53(1), 133-157. https://doi.org/10.1002/tesq.474
Apóstolo, J. L. A., & Kolcaba, K. (2009). The effects of guided imagery on comfort, depression, anxiety, and stress of psychiatric inpatients with depressive disorders. Archives of Psychiatric Nursing, 23(6), 403–411. https://doi.org/10.1016/j.apnu.2008.12.003
Bagheri, M. S., Yamini, M., & Riazi, A. M. (2012). Motivational and Learning Strategies of Iranian EFL Learners Exposed to an E-Learning Program. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 28(1), 1-35. https://doi: 10.22099/jtls.2012.199
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175–1184. https://doi.org/10.1037/0003-066X.44.9.1175
Barnard-Brak, L., & Sulak, T. (2010). Online versus face-to-face accommodations among college students with disabilities. The American Journal of Distance Education, 24(2), 81-91. https://doi.org/10.1080/08923641003604251
Burgoon, J. K., (1976). The Unwillingness to communicate scale: Development and validation. Communication Monograph 43, 6069. https://doi.org/10.1080/03637757609375916
Castellanos, X., Sonuga-Barke, E. J. S., Milham, M. P., & Tannock, R. (2006). Characterizing     cognition in ADHD: beyond executive dysfunction. Trends Cogn Sci, 10(3), 117-123.   https://doi.org/10.1016/j.tics.2006.01.011
Chalak, A., & Kassaian, Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English. GEMA Online™ Journal of Language Studies, 10(2), 37-56.
Cheng, H. F. (2021). The effect of language-specific grit and future selfguides on willingness to communicate in the second language. English Teaching & Learning, 45(3),1-19. https://doi.org/10.1007/s42321- 021-00081-7
Coronel, R. S. (2008). Disabled online learners: Benefits and drawbacks of online education and learning platforms when pursuing higher education (Doctoral dissertation). Retrieved from ProQuest, UMI Dissertations Publishing. (3307913)
Dattalo, P. (2013). Analysis of multiple dependent variables. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199773596.001.0001
Derakhshan, A. (2021). Emergence Distance Education (EDE) role in the Learning of English Language Skills during COVID-19 Pandemic. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 40(3), 41-82. https://doi: 10.22099/jtls.2021.39849.2948
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135. http://dx.doi.org/10.1017/S026144480001315X
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters
Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self-images, sensory style, and imagery capacity across two target languages. Language Learning, 63, 437–462. https://doi.org/10.1111/lang.12005
Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom.  Cambridge University Press.
Dörnyei, Z., & Ushioda, E. (2013). Teaching and Researching Motivation. Routledge. https://doi.org/10.4324/9781351006743
Ebn-Abbasi, F., Nushi, M., & Fattahi, N. (2022). The role of l2 motivational self-system and grit in EFL learners' willingness to communicate: a study of public school vs. private English language institute learners. Front. Educ, 7, 1–12. https://doi.org/10.3389/feduc.2022.837714
Ekin, S. (2018). The effect of vision/imagery capacity of the foreign language learners on their willingness to communicate (Unpublished master's thesis). Hacettepe University.
Faramarzi, S., Tabrizi, H. H., & Chalak, A. (2019). The Effect of Vodcasting Tasks on EFL Listening Comprehension Progress in an Online Program. International Journal of Instruction, 12(1), 1263-1280.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw Hill.
Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From gatekeeping      to engagement: a multi-contextual, mixed method study of student academic engagement in   introductory STEM courses. Res High Educ, 53, 229-261. https://doi.org/10.1016/j.chb.2013.07.051
Gawain, S. (2002). Creative visualization: Use the power of your imagination to create what you want in your life. Novato, CA: Nataraj.
Ghanizadeh, A., Eishabadi, N., & Rostami, S. (2016). Motivational dimension of willingness to communicate in L2: The impacts of criterion measure, ideal L2 self, family influence, and attitudes to L2 culture. International Journal of Research Studies in Education, 5(3), 13-24. https://doi.org/10.5861/ijrse.2015.1261
Ghasemi, F. (2021). A motivational response to the inefficiency of teachers' practices towards students with learned helplessness. Learning and Motivation, 73(1), 101705. https://doi.org/10.1016/j. lmot. 2020. 101705
Hadfield, J., & Dörnyei, Z. (2013). Motivating learning. Longman. https://doi.org/10.1016/j.futures.2008.07.036
Heidari, K., & Rashidi, N. (2019). On the Role of Willingness to Communicate and Critical Thinking in Receptive/Productive Lexical Knowledge of Gifted and Non-Gifted EFL Learners. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 38(3), 113-158. https://doi: 10.22099/jtls.2020.35463.2750
Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1-13. https://doi.org/10.3402/rlt.v23.26507
Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154-180. https://doi.org/10.1002/tesq.204
Khatib, M., & Nourzadeh, S. (2015). Development and validation of an instructional willingness to communicate questionnaire. Journal of Multilingual and Multicultural Development, 36(3), 266-283. https://doi.org/10.1080/01434632.2014.914523
Kim, T. Y. (2009). The sociocultural interface between ideal self and ought-to self: A case study of two Korean students’ ESL motivation. In Z. Dornyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 274-294). Multilingual Matters.
Kim, T. Y., & Kim, Y. K. (2011). The effect of Korean secondary school students’ perceptual learning styles and ideal L2 self on motivated L2 behavior and English proficiency. Korean Journal of English Language and Linguistics, 11(1), 21-42.       https://doi.org/10.15738/kjell.11.1.201103.21
Lacey, P., & Scull, J. (2015). Inclusive education for learners with severe, profound and multiple learning difficulties in England. International Perspectives on Inclusive Education, 5, 241- 268. https://doi.org/10.1108/S1479-363620140000005017
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301-346. https://doi.org/10.1017/S026144481700008
Lambert, W. E., & Gardner, R. C. (1972). Attitudes and motivation in second-language learning. Newbury House Publisher.
Lan, G., Nikitina, L., & Woo, W. S. (2021). Ideal L2 self and willingness to communicate: A moderated mediation model of shyness and grit. System, 99, 102-121. https://doi.org/10.1016/J.SYSTEM.2021.102503
MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68). John Benjamins.
MacIntyre, P. D., Babin, P.A., & Clément, R. (1999). Willingness to communicate: Antecedents and consequences. Communication Quarterly, 47(2), 215-229. https://doi.org/10.1080/01463379909370135
MacIntyre, P. D., Baker, S., Clément, R., & Conrad, S. (2001). Willingness to communicate, social support and language learning orientations of immersion students. Studies in Second Language Acquisition, 23(3), 369-388. https://doi.org/10.1017/S0272263101003035
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels. K. A. (1998). Conceptualizing willingness to communicate in an L2: A Situational Model of L2 Confidence and Affiliation. The Modern Language Journal, 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
Mackay, J. (2015). An ideal L2 self-investigation: Implication for self-concept, motivation and engagement with target language (Unpublished doctoral dissertation), University of Barcelona.
Magid, M., & Chan, L. (2011). Motivating English learners by helping them visualize their IdealL2 Self: Lessons from two motivational programs. Innovation in Language Learning and Teaching, 6(2), 113-125. https://doi.org/10.1080/17501229.2011.614693
McCroskey, J. C, Richmond, V. P. (1990). Willingness to communicate: A cognitive view. In M. BothButterfield (Ed.), Communication, cognition and anxiety (pp. 19–44). Sage Publications.
Munezane, Y. (2015). Enhancing willingness to communicate: Relative effects of visualization and goal setting. The Modern Language Journal, 99, 175-191. https://doi.org/10.1111/modl.12193
Olenik-Shemesh, D. (2012). Students with learning disabilities in higher education: Use and contribution of assistive technology and website courses and their correlation to students' hope and well-being. Journal of Learning Disabilities, 45 (4), 308-318. https://doi.org/10.1177/0022219410392047
Pasban, M. A., & Haddad Narafshan, M. (2020). The relationship between learners' academic goal motives and L2 (second language) willingness to communicate in English language classes: A look at academic goal motives' orientation. Cojent Psychology, 7(1), 1-14. https://doi.org/10.1080/23311908.2020.1824307
Peng, J. E. (2015). L2 motivational self-system, attitudes, and affect as predictors of L2 WTC: An imagined community perspective. The Asia-Pacific Education Researcher, 24(2), 433-443.https://doi.org/10.1007/s40299-014-0195-0
Rajabpour, M., Ghanizadeh, A., & Ghonsooly, B. (2015). A study of motivational facet of language use in the light of Dornyei's L2 motivational self-system. Journal of Applied Linguistics and Language Research, 2(5), 179–196.
Ruvolo, A. P. & Markus, H. R. (1992). The power of self-relevant imagery. Social Cognition, 10(1),        95–124. https://doi.org/10.1521/soco.1992.10.1.95
Šafranj, J., Gojkov-Rajić, A., & Bogdanović, V. (2021). The ideal L2 self as a Factor of self- motivation in willingness to communicate. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 9(2), 189-202. https://doi.org/10.23947/2334-8496-2021-9-2-189-202
Said, M. M., Rita, F., Sri Arfan, H. M., Basri, H, & Weda, S. (2021). EFL students' willingness to communicate in online learning a higher educational Indonesia. Multicultural Education, 7(5), 340-346. https://doi.org/10.5281/zenodo.4818789
Sato, M., & Lara, P. (2019). Interaction vision intervention to increase second language motivation: A classroom study. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 287-313). Routledge. https://doi.org/10.4324/9781351190558-13
Sonuga-Barke, E. J. (2003). The dual pathway model of AD/HD: An elaboration of neuro-developmental characteristics. Neuroscience & Biobehavioral Reviews, 27(7), 593-604. https://doi.org/10.1016/j.neubiorev.2003.08.005
Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics (5th ed.). Allyn and Bacon.
Van der Helm, R. (2009). The vision phenomenon: Towards a theoretical underpinning of visions of the future and the process of envisioning. Futures, 41(2), 96-104.
Wurf, E., & Markus, H. (1991). Possible selves and the psychology of personal growth. In D. J. Ozer, J. M. Jr. Healy, & A. J. Stewart (Eds.), Perspectives in personality: Self and emotion (pp. 39–62). Jessica Kingsley Publishers.
Yaali, F., & Chalak, A. (2015). Impact of online project work on Iranian pre-intermediate EFL learners' productive skills and retention. Journal of Language and Retention, 6(4), 162-166. https://doi.org/10.7813/jll.2015/6-4/29
Yashima, T. (2012). Willingness to communicate: Momentary volition that results in L2 behavior in S. Mercer, M. Williams, & S. Ryan (Eds.), Psychology for language learning: Insights from research, theory, and practice (pp. 119–135). Palgrave.
You, C. J., Dornyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66, 94–123. https://doi.org/10.1111/lang.12140
Teaching English as a Second Language Quarterly
Volume 42, Issue 2
May 2023
Pages 25-50

Files

History

  • Receive Date: 05 November 2022
  • Revise Date: 14 March 2023
  • Accept Date: 14 March 2023

Share

How to cite

Statistics