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Utilizing Photovoice to Enhance Iranian Intermediate EFL Learners’ Productive Skills | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 44، شماره 2، خرداد 2025، صفحه 191-141 اصل مقاله (466.54 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2025.51761.3357 | ||
| نویسندگان | ||
| Somayeh Pournia1؛ Azizeh Chalak* 2؛ Hossein Heidari Tabrizi1 | ||
| 1Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran | ||
| 2Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran | ||
| چکیده | ||
| Productive skills have a vital role in learning the English language as they provide foreign learners with opportunities to practice real-life activities in the classroom. The photo-based method for teaching language skills has been developed due to advances in visual technology, the shift to student-centered learning, and the demand for 21st-century skills. Thus, this study aimed to examine the effectiveness of utilizing Photovoice on Iranian intermediate learners’ English language productive skills. The research followed a quantitative quasi-experimental design that included pretest and post-test equivalent treatment and control groups. Sixty intermediate female language learners were chosen from a private institute in Isfahan, Iran. First, they were selected conveniently and then they were homogenized based on their performance on the Preliminary English Test. They were divided into two experimental (n = 30) and control (n = 30) groups. The experimental group received Photovoice as a methodological innovation, incorporating reflective and collaborative activities, while the control group received routine language instruction involving traditional teaching practices such as lectures, textbook exercises, and grammar drills. One pretest and one post-test were administered to assess the learners’ speaking and writing skills. Then, between-subjects MANOVA and t-tests were employed to analyze the data. The results revealed that Photovoice significantly helped students improve their speaking and writing skills. The present study might have useful implications for curriculum designers, language learners, teachers, and other researchers who are considering the use of Photovoice in language classes. | ||
| کلیدواژهها | ||
| Participatory action research؛ Participatory learning؛ Photovoice؛ Speaking skill؛ Writing skill | ||
| مراجع | ||
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