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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Farnaz Farrokh Alaee
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DOI:10.17265/2161-623X/2023.04.002
Payame-Noor University, Tehran, Iran
The present study aimed to investigate theta/beta ratio (TBR) variations in foreign language (FL) vocabulary retention to analyze the effect of the multisensory language teaching method at the pre-school level. To meet the purpose, the study used quantitative electroencephalography (QEEG) records of 32 volunteered pre-school novice FL learners to investigate the link between TBR and FL vocabulary learning. The participants were assigned into two experimental groups: non-multisensory (seven girls and nine boys) and multisensory (eight girls and eight boys) teaching groups. After 20 sessions of an hour-instruction, the comparative findings of the pre- and post-Expressive One-word Picture Vocabulary Test (EWPT) showed that the multisensory group outperformed the non-multisensory one. The analyses of the collected data on pre- and post-brain QEEG records of TBR variations indicated a significant decrease on Pz in the non-multisensory group and a significant increase on Fz in the multisensory group. The statistical comparison between post-records showed a significant positive correlation was found between TBR oscillatory activities on Fz and scores on the post-test in the multisensory group. The topographic analysis indicated higher TBR frequencies in the non-multisensory group’s post-record than the multisensory one, especially a great decrease on Cz in the multisensory group compared to non-multisensory one. The results contributed to the understanding of TBR concerning learning and retention and provided insights into using the multisensory method in the FL context.
TBR, multisensory teaching, FL vocabulary retention, QEEG
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