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ENGAGE Model as an Innovation in Teaching Speaking: A Case of
Cognitively More and Less Active EFL Learners
 

 

 

Abstract

 

This study investigated the effect of using the ENGAGE Model on the speaking performance of cognitively more and less active EFL learners. The participants of the study were 60 intermediate level male EFL learners who were non-randomly selected from a pool of intermediate students (N=80) based on their performance on a standard version of Preliminary English Test (PET). The selected participants were assigned to the two groups of the ENGAGE Model and Task-based Language Teaching (TBLT). They 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 results revealed that learners in the ENGAGE Model group outperformed students in the TBLT group in terms of their L2 speaking, regardless of whether they belonged to the cognitively less or more active group. It was also concluded students with a cognitively more active profile benefit more from the ENGAGE Model.

 

Keywords: Cognition, ENGAGE Model, Speaking Performance, TBLT, EFL Learners.

Authors: Shahram Esfandiari , Asgar Mahmoudi , Mehran Davaribina   

Doi: https://doi.org/10.47012/jjmll.13.4.8

 

Cited by: Jordan Journal of Modern Languages and Literatures (JJMLL) 2021, 13 (4): 729-753

 

Full text

 

 

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