THE ROLE OF BRAIN DOMINANCE IN THE PEDAGOGICAL STRATEGIES USED BY IRANIAN ELT TEACHERS

Main Article Content

Samad Mirza Suzani

Abstract

This study aimed to investigate the role of Iranian teachers' brain dominance in the pedagogical strategies they employ and reveal in which way brain dominance as a cognitive factor can influence the way teachers perform in their language classrooms. To this end, data were gathered from 74 ELT teachers in higher education institutes in Shiraz, Iran who were selected to partake in the study through availability sampling. The participants were asked to fill in two questionnaires, the first one determined their brain dominance, and the second one examined the pedagogical strategies they used in their teaching strategies. Analysis of data gathered via descriptive as well as inferential statistics revealed that teachers' brain dominance did not have any effects on their use of teaching strategies. Based on the results, it can be claimed that teachers can employ any strategy type they find more useful in their language classes regardless of their brain dominance, as a cognitive style.

Article Details

Section
Articles
Author Biography

Samad Mirza Suzani, Department of English, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

Samad Mirza Suzani is a lecturer at English Department, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran. He has presented in int’l conferences, supervised over 90 theses on ELT and English translation, and published a prolific number of articles and books on pedagogy, translation issues and contrastive studies.

References

Alptekin, C., & Atakan, S. (1990). Field dependence-independence and hemisphericity as variables in L2 achievement. Second Language Research, 6 (2), 135-149.

Bakhshi, H., Rashvandi, M., and Alirezaeian, V. (2014). The effects of brain dominance on writing tasks of Iranian EFL learners. International Journal of Applied Linguistics World, 6(4), 240-251.

Bavand Savadkouhi, Z., Hassani, M. T. & Rahmani, R. (2013). The effect of hemispheric dominance on learning vocabulary1 strategies among Iranian EFL learners. European Online Journal of Natural and Social Sciences, 2 (2), 60, Special Issue on Teaching and Learning.

Beck, C. R. (2001). Matching teaching strategies to learning style preferences. The Teacher Educator, 37 (1), 1-15.

Brown (2002). Principles of language learning and teaching (4th Ed.). New York: Pearson Education Inc.

Brown, H. D. (2007). Principles of language learning and teaching (5th Ed.). New York: Pearson Education Inc.

Cesur, M. O., & Fer, S. (2011). A model explaining relationship between language learning strategies, learning styles and success in reading comprehension. Journal of Education, 41, 83-93.

Davis, M. H. (1994). Empathy: A social psychological approach. Brown & Benchmark: Dubuque, IA.

Dreyer, C., & Oxford, R. L. (1996). Learning strategies and other predictors of ESL proficiency among Afrikaans speakers in South Africa. Language Learning Strategies Around The World: Cross-Cultural Perspectives, 61-74.

Dunn, R. (1984). Theory into Practice: Matching Teaching & Learning Styles. Modern English Learning, 23, (1), 10-19.

Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.

Gibson, K. M. (2002). Learning styles and hemispheric dominance- right or left brain: Which is dominant in your family? Home, education learning magazine. Retrieved May, 22, 2016, from http://www.leapingfromthebox.com/art/kmg/learningstyles2.

Gurney, P. (2007). Five factors for effective teaching. New Zealand Journal of Teachers’ Work, 4(2), 89-98.

Hergenhahn, B. R., & Olson, M. H. (2005). An introduction to theories of learning. London: Pearson Education Limited.

Jie, L., & Xiaoquing, Q. (2006). Language learning styles and learning strategies of tertiary level English learners in China. RELC, 37(1), 67-90.

Keith, R. (2010). Building blocks in the foreign language classroom. Revista Electronica Actualidades Investigation en Education, 10(3), 1-36.

Khabiri, A., and Jazebi N. (2010). Assessment of language learning strategies used by Palestinian EFL learners. Foreign Language Annals, 38(1), 108-119.

Kok, I. (2010). The relationship between students’ reading comprehension achievement and their attitudes towards learning English and their abilities to use reading strategies with regard to hemispheric dominance. Procedia, Social and behavioral sciences, 3, 144-151.

Krimsky, J. S. (1982). A comparative analysis of the effects of matching and mismatching fourth grade students with their learning style preferences for the environmental element of light and their subsequent reading speed and accuracy scores. Unpublished doctoral dissertation, St. John's University.

Lefrancois, G. R. (2000). Theories of human learning. Retrieved from http://www.cengagebrain.com.au/content/lefrancois. 18/06/2016.

Lee, C. K. (2010). An overview of language learning strategies. ARECLS, 7, 132-152.

Lemonick, M. (1995). Glimpses of the Mind. Time, Modern Language Learning, 146(5), 34-42.

Leng, Y. L., & Hoo, C. T. (1997). Explaining the thinking, learning styles and cognition constructs. The Mathematics Educator, 2(1), 113-127.

Lynch, P. K. (1981). An analysis of the relationships among academic achievement, attendance and the individual learning style time preferences of eleventh and twelfth grade students. Unpublished doctoral dissertation, St. John's University.

Mireskandari, N, & Alavi, S. (2015). Brain dominance and speaking strategy use of Iranian EFL learners. International Journal of Applied Linguistics and English Literature, 4, (3), Australia.

Morris, R. (2005). Left brain, right brain, whole brain? An examination in the theory of brain lateralization, learning styles and the implications for education. Geometry and Imagination, 17 / 30.

Oflaz, M. (2011). The effect of right and left brain dominance on language learning, Procedia – Social and Behavioral Sciences, 15, 1507-15013.

O’Malley, J. M., Chamot, A. U., Stewner-Manzares, G., Kupper, L., & Russo, R. P. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), 557-584.

Oxford, R. L. (1990a). Use of language learning strategies: A synthesis of studies with implications for strategy training. System, 17 (2), 235-247.

Oxford, R. L. (1990b). Styles, strategies, and aptitude: Connections for langue learning. In T. S. Parry & C. W. Stansfield (Eds.). Language aptitude reconsidered (pp. 67-125). Englewood Cliffs, NJ: Prentice Hall.

Ozgen, K., Taraglu, B. & Alkan, H. (2011). An examination of rain dominance and learning styles of pre-service mathematics teachers. Procedia Social and Behavioral Sciences, 15, 743-750.

Pizzo, J. (1981). An investigation of the relationships between selected acoustic environments and sound, an element of learning style, as they affect sixth grade students' reading achievement and attitudes. Unpublished doctoral dissertation, St. John's University.

Revel, J. (2006). Understanding Canadian students’ use of language learning strategies from cultural and educational perspectives. Journal of Multicultural and Multicultural Development, 27(6), 491-508.

Saleh, A., & Iran-Nejad, A. (2003). Whole theme constructivism and whole brain education: Educational implications of the research on left and right brain hemispheres. ERIC, 39, 38-96.

Salmani-Nodoushan, M. A. (2006). Does field independence relate to performance on communicative language tests? Manager’s Journal of Educational Technology, 3(3), 79-85.

Schunk, (2012). Learning styles in ELT. Unpublished PhD dissertation. McQuire University, Canada.

Shea, T.C. (1983). An investigation of the relationship among preferences for the learning style element of design, selected instructional environments and reading test achievement of ninth grade students to improve administrative determinations concerning effective educational facilities. Unpublished doctoral dissertation, St. John's University, USA.

Shirlin, P. & Ramesh, C. (2014). Hemispheric dominance and teaching competence: A study among student teachers in colleges of education. Indian Journal of Applied Research. 4(12), 12-21.

Shuell, T. J. (1996). The role of educational psychology in the preparation of teachers. Educational Psychologist, 31, 15-22.

Steinberg, R. J. (1993). Beyond IQ: A triarchic theory of human intelligence. Cambridge: Cambridge University Press.

Stern, H. H. (1992). Issues and options in language teaching. Oxford: Oxford University Press.

Stevenson, J. & Dunn, R. (2001). Knowledge management and learning styles: Prescriptions for future teachers. College Student Journal, 35(4), 483-490.

Taylor J., & MacKenny A. (2008). Learning Styles and Hemispheric Dominance - Right or Left Brain: Which is Dominant in Your Family? Home Education Learning Magazine. Available:http://www.leapingfromthebox.com/art/kmg/learningstyles2.html. 18/06/2016.

Tendero, N. (2000). Preparing Teachers for Styles- and Strategies- Based Instruction. Paper presented at the International Conference on Language Teacher Education, University of Minnesota.

Tufekci, S., & Demirel, M. (2008). The effect of brain based learning on achievement, retention, attitude and learning process. Procedia Social and Behavioral Sciences, 1, 1782-1791.

Weisi, H., & Khksar, Z. (2015). The effect of hemispheric dominance on Iranian EFL learner’s creativity in writing. International Journal of English and Education. Vol. 4, (2) 383-397.

Wenden, A. & J. Rubin, (1987). Learner strategies in language learning. Englewood Cliffs, NJ: Prentice Hall.

White, R.T. (1980). An investigation of the relationship between selected instructional methods and selected elements of emotional learning style upon student achievement in seventh grade social studies. Unpublished doctoral dissertation, St. John's University, USA.

Wong, L. C., & Nunan, D. (2011). The learning styles and strategies of effective language learners. System, 39, 144-163.