Rezai Afsheen, Ahmadi Reza, Ashkani Parisa, Hosseini Gholam Hossein
Teaching English Language Department, Ayatollah Ozma Borujerdi University, Iran.
Teaching English Language Department, Ayatollah Ozma Borujerdi University, Iran.
Acta Psychol (Amst). 2025 Mar;253:104704. doi: 10.1016/j.actpsy.2025.104704. Epub 2025 Jan 16.
Active Learning (AL) represents a transformative instructional approach that departs from traditional methods by immersing students in experiential learning activities such as problem-solving, discussions, role-plays, interactive engagement, and case studies. Despite its widely recognized potential, the effects of AL on psycho-affective constructs in English as a Foreign Language (EFL) contexts remain underexplored. Hence, this study explored the impact of AL on EFL learners' motivation, attitudes, and anxiety in Iran. A sample of 110 pre-intermediate EFL learners from the Iran Language Institute in Borujerd City was recruited through random sampling. Following participant homogenization via the Oxford Quick Placement Test and outlier exclusion, 51 learners were randomly assigned to an experimental group (EG, n = 26) receiving AL-based instruction, and a control group (CG, n = 25) exposed to traditional lecture-based instruction. Over 18 one-hour sessions, conducted twice weekly, the groups underwent distinct interventions. The outcomes of independent samples t-tests revealed that AL-based instruction significantly enhanced the EFL learners' motivation, fostered more positive attitudes toward English language learning, and effectively reduced anxiety in the EG compared to the CG. The study's findings approved the pedagogical value of AL, specifically its capacity to create an engaging and emotionally supportive classroom environment that promotes learner confidence, sustained motivation, and a positive disposition toward English learning. Different stakeholders in EFL education are encouraged to integrate AL strategies into EFL curricula to improve psycho-affective outcomes.
主动学习（AL）是一种变革性的教学方法，它与传统方法不同，让学生参与体验式学习活动，如解决问题、讨论、角色扮演、互动参与和案例研究。尽管其潜力已得到广泛认可，但在英语作为外语（EFL）的背景下，主动学习对心理情感结构的影响仍未得到充分探索。因此，本研究探讨了主动学习对伊朗英语外语学习者的动机、态度和焦虑的影响。通过随机抽样，从博鲁杰尔德市伊朗语言学院选取了110名中级以下英语外语学习者作为样本。通过牛津快速安置测试使参与者同质化并排除异常值后，51名学习者被随机分配到接受基于主动学习教学的实验组（EG，n = 26）和接受传统讲座式教学的对照组（CG，n = 25）。在每周两次、每次持续1小时的18次课程中，两组接受了不同的干预。独立样本t检验的结果显示，与对照组相比，基于主动学习的教学显著提高了英语外语学习者的动机，培养了对英语学习更积极的态度，并有效降低了实验组的焦虑。该研究结果证实了主动学习的教学价值，特别是其营造引人入胜且情感支持性的课堂环境的能力，这种环境能提升学习者的信心、持续的动机以及对英语学习的积极倾向。鼓励英语外语教育中的不同利益相关者将主动学习策略融入英语外语课程，以改善心理情感方面的成果。
