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Abstract

The purpose of this study was to examine the effect of connectivism instructional method in comparison with grammar-translation method on academic engagement among students in EFL. The current study was a 2 (instructional methods)*2 (gender) quasi-experimental design with pre-post-test. Statistical population included all the high school students in grade 3 from Ramhormoz city in Iran. Participants included students in four classes that were selected by available sampling method and then completed the Academic Engagement Questionnaire (2013). The results showed the connectivism instructional method was significantly more effective than grammartranslation method. Based on the results of this research, it is concluded that connectivism instructional method provide unique opportunities for engaging of students by managing of available khowledge and pay attention to the diversity. Accordingly, this research suggests the application of connectivism instructional method in order to increase English academic engagement as a foreign language for the students.

A qualitative analysis of control-value appraisals, positive achievement emotions, and EFL performance in a Chinese senior high school context

“…Besides, teachers could employ a hierarchical teaching model to effectively stimulate the perceived intrinsic value of EFL learning ( Yang, 2018 ). Secondly, considering the significance of emotions in affecting EFL performance and in order to induce enjoyment and reduce boredom, diverse teaching methods like emotion-based language instruction ( Pishghadam et al, 2013 ) and connectivism instructional method ( Borna and Fouladchang, 2018 ) are advisable to be adopted by English teachers in the English class to motivate students’ English learning by emotionalizing language learning and reducing their negative emotions. Besides, it is reasonable for teachers to keep outgoing, humorous, friendly, and neatly dressed when getting along with students.…”

The Effectiveness of Grammar Translation Method in Teaching Reading at Fifth Semester of Ahwal Assyakhsiyah of Stis Darul Falah Mataram

“…Earlier in this century, this method was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity would help them speak and read their native language better (Borna & Fouladchang, 2018). The grammar translation method is derived from traditional approaches to the teaching of Latin and Greek in the nineteenth century.…”