چکیده:
The objective of the present study was to identify and
examine the influence of instructional tools, namely, games, songs
and stories on young Iranian EFL learners’ achievement utilizing a
quantitative design. To conduct the study 65 Iranian EFL learners,
divided into an experimental group and a control group, learning
English at Navid English Institute, Shiraz, Iran, participated in the
study. The data were collected through two instruments: a
pre/post- achievement test, and audio-recorded interviews, both
designed by the researchers. The data obtained from the
administration of the test and the interviews were analyzed using
independent samples t-tests and paired samples t-tests and the
findings were compared to describe the influence of employing
instructional games, songs and stories on participants’
achievement. Findings drawn from the analysis of data revealed
that the implementation of pedagogical tools used in the study can
significantly affect the learners’ language achievement, realized
through their listening, speaking, and writing ability and their
vocabulary and grammar.
خلاصه ماشینی:
"The present study intends to investigate the extent to which these activities help students to reach a higher level of achievement in a different environment and its main purpose is to determine the influence of employing instructional games, songs, and stories on young learners.
The aim of the study was to determine whether the young learners in the experimental group could achieve a higher level of performance through the application of pedagogical games, songs, and stories, compared to the ones who were taught without the employment of these instructional tools.
Discussion The purpose of the present study was to investigate the effects of using pedagogical tools, namely games, songs, and stories on the achievement of young EFL language learners.
With regard to the results obtained from the analysis of data, one can conclude that the treatment given to the experimental group caused the learners to outperform the control group and the pedagogical tools used in the study had a great influence on young learners’ achievement.
Therefore, it can be inferred that there is a difference between the experimental and control groups after treatment and students reached higher scores in the interview than the post-test of achievement which included items on listening, vocabulary/grammar, and writing.
The results of the study are also in line with the ideas proposed by Wright, Betteridge, and Buckby (1984) and Malouf`(1988, cited in Mongillo, 2006) who believe that instructional games would facilitate learning and help language learners improve different skills."