The Impact of Using Brain-based Teaching-Learning Strategies on The Progress of Adult French as Foreign Language Learners in Iran

پژوهش های زبان و ترجمه فرانسه

Volume 7, Issue 1 - Serial Number 12, September 2024, Pages 25-60   

Document Type: پژوهش های زبان و ترجمه فرانسه

DOI: 10.22067/rltf.2024.87299.1109

Authors

Parisa Khoshkam¹; Mahmoud Reza Gashmardi^{* 2}; Ruholah Rahmatian³; Parivash Safa⁴

¹Department o f French Education

²Department of French Education

³University Tarbiat Modares, Tehran, Iran

⁴Department of French Education Tarbiat Modares Univesity

Abstract

The use of brain-based teaching strategies has been the subject of numerous studies undertaken all over the world. In Iran, these researches have been conducted in the fields of biology, mathematics, and even English language. Therefore, it seems that conducting such a study in the field of French language teaching to review current approaches and assess their alignment with learners’ brain learning mechanisms is necessary. This study, falls into the category of brain-based researches and the field of Mind, Brain and Education, aiming to evaluate the effectiveness of brain-based teaching and learning strategies on the progress of Iranian adult learners of French as a foreign language. The data of this study have been collected through questionnaires, using a qualitative-quantitive approach with the assistance of Likert scale. The statistical population includes 200 adult French learners at various language proficiency levels and 55 French language teachers in different cities In Iran. 49 teachers and 127 students filled randomly separate questionnaires focusing on Brain-Based Strategies. The validity and reliability of the questionnaires were examined by Pearson correlation coefficient, and Cronbach's alpha, and the research data were analyzed descriptively and inferentially using the Chi square test. The results indicate that, from the perspective of both teachers and learners, the usage of brain-based teaching strategies impacts significantly and positively the progress of adult French learners.

Keywords

Learning and Education; Brain-Based Strategy; French; Adult Learners; Iran

References