چکیده:
This study presents a preliminary step towards approaching a cognitive-affective
course or, in Forgas' (2001) terms, an affect into thought infusion course, which
focuses on reading open-ended stories. By relying on the course in which openended
stories were used as materials to provide the basis for the broad objectives of
the study, attempts were made to investigate the impact of a cognitive affective
course on learners' self-esteem. The studies in the literature empirically support the
positive relationship between self-esteem on the one hand, and academic success,
second language performance and language learning strategy use, on the other.
This study was based on a quasi-experimental design in which Pre-test post-test
method was used. Eighty intermediate EFL students studying English at Iran
Language Institute (ILI) with the age range of 13-15, participated in this study. The
participants' self-esteem was measured by Coppersmith's self-esteem scale (1967)
before and after a ten-week interval. Meanwhile, the participants in the
experimental group were provided with open-ended stories where they were asked
to empathize with characters, predict the ending of the story to reflect their own
choice and feeling and also connect the themes of the stories to their own
experiences. The results of covariance analyses (ANCOVA) indicated that using
open-ended stories in the cognitive-affective reading-based course helped the
participants improve their self-esteem. Also, this study provided the empirical
evidence for the therapeutic role of the cognitive-affective reading-based course in
which open-ended stories were used
خلاصه ماشینی:
"Self-Esteem and Cognitive-Affective Reading-Based Courses in an EFL Context Bahareh Khazaeenezhad * Lecturer, Sheikhbahaee University, Isfahan, Iran & Dr. Mohammad Reza Talebinezhad † Associate Professor, Sheikhbahaee University, Isfahan, Iran Abstract * E-mail address: www.
Given the emotional and psychological nature of language learning, the broad objective of this study is to investigate the impact of a cognitive-affective course which focuses on reading open-ended stories on learners’ self-esteem.
Research Question #2: Does sex play any significant role in the impact of a cognitive-affective reading-based course with its focus on reading open-ended stories on the EFL learners' self-esteem?
To this end, the following null hypotheses were addressed: Research Hypothesis #1: The cognitive-affective reading-based course with its focus on reading open-ended stories does not have a significant effect on the EFL learners' self-esteem.
Research Hypothesis #2: Sex plays no significant role in the impact of a cognitive-affective reading-based course with its focus on reading open-ended stories on the EFL learners' self-esteem.
Therefore, based on the second research hypothesis, it can be reported that sex plays no significant role in the impact of a cognitive- affective reading-based course with its focus on reading open-ended stories on the EFL learners' self-esteem.
The results of the study indicated that reading open-ended stories used in the cognitive-affective reading-based course helped the participants improve their self-esteem.
Given the role of self-esteem in foreign language learning, teachers should make use of affect into thought infusion courses through reading open-ended stories to help learners think rationally within an emotionally colored context."