Document Type : Research Paper
Author
Department of Educational Psychology, Faculty of Humanities and Social Sciences, Islamic Azad University, Science and Research Unit, Tehran, Iran.
Abstract
The purpose of this study was to investigate the effectiveness of virtual English training learning on language learning motivation and symptoms of attention deficit/hyperactivity in students with attention deficit/hyperactivity disorder. This research was semi-experimental with a pre-test-post-test design with a control group and was quantitative in terms of the nature of the data. The statistical population of this research was made up of ninth grade students suffering from attention deficit/hyperactivity disorder who referred to psychotherapy centers in areas 1-5 of Tehran. Based on the criteria for entering the research, 16 people were selected by purposive sampling and randomly divided into two experimental and control groups. The experimental group received virtual English language training through the Adobe Connect platform for 12 sessions of 60 minutes each session, and the control group did not receive any training. The research tools were Gardner (1959) foreign language learning motivation and attitude questionnaire and Swanson (1980) attention deficit disorder questionnaire. In order to analyze the data, the statistical model of multivariate analysis of covariance (MANCOVA) and repeated measurement was used. The findings of the present study showed that in the experimental group there was a significant change in language learning motivation (P=0.001 and F=18.18) and attention deficit/hyperactivity symptoms (P=0.01 and F=34.7).Based on the data obtained from the research, it can be concluded that the virtual English language training program is effective in increasing the motivation to learn the language and improving the symptoms of attention deficit/hyperactivity in students with attention deficit/hyperactivity disorder.
Keywords
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