Assessment of Anxiety Disorder and Learning Strategies among Hearing-Impaired Students and Normal Students

Authors

1 Assistant professor at Imam Khomeini International University, Qazvin

2 MA student of TEFL Imam Khomeini International University, Qazvin

Abstract

The present study aimed to investigate the relationship between language learning strategies and learners’ anxiety among high school students. The participants of the study were two groups of high school students (N = 100). The first group consisted of 50 students with hearing problems and the second group consisted of 50 normal students. To this end, two questionnaires were used: (a) screen for child anxiety-related emotional disorders (SCARED) and (b) Schmitt’s vocabulary learning strategies questionnaire (VLSQ), both of which were translated into Persian. After collecting data, two oneway MANOVA procudures and a correlation were run to see if there is any difference between students with  hearing problems and normal students in terms of language learning strategies and anxiety. Results showed that there is a significant difference between the normal group and the group with hearing problem. The results also showed that the normal students used more strategies for vocabulary learning and each group experinced different  types of anxiety.The results of the current study may have implications for language learners. Being familiar with anxiety and learning strategies and how they affect learning help learners use different strategies to overcome their anxiety.
 
 

Keywords


Article Title [Persian]

ارزیابی اختلال نگرانی و استراتجیهای یادگیری در دانش اموزان کم شنوا و دانش اموزان عادی

Authors [Persian]

  • محمد باقر شعبانی 1
  • سمیرا محرمی 2
1 استادیار دانشگاه بین المللی امام خمینی (ره)
2 دانشجوی کارشناسی ارشد آموزش زبان انگلیسی
Abstract [Persian]

هدف از پژوهش حاضر، بررسی ارتباط میان راهبردهای یاگیری لغات واختلالات مرتبط با نگرانی در میان دانش آموزان دبیرستانی می باشد. به این منظور دو گروه متشکل از ۵۰ دانش­آموز درسه پایه دبیرستان انتخاب شدند. گروه اول شامل ۵۰ دانش آموز کم شنوا و گروه دوم شامل ۵۰ دانش آموز شنوا بود. محقق پیش بینی کرد که هیچ ارتباطی بین دو گروه با توجه به استفاده از راهبردهای یادگیری لغات و نگرانی ها وجود ندارد. برای انجام تحقیق، دو پرسشنامه یعنی راهبردهای یادگیری اشمیت و  تشخیص اختلالات مرتبط با اضطراب دیگران به کار گرفته شد. هر دو پرسشنامه به فارسی ترجمه شدند و میزان پایایی هر دو پرسشنامه توسط ضریب کرون­باخ آلفا تایید شدند. بعد از جمع آوری داده ها، تحلیل واریانس چند متغیری و همبستگی استفاده شد تا ارتباط میان متغیرها و تفاوت دو گروه براساس این دو متغیر مشخص شود. نتایج تحلیل آماری نشان داد که تفاوت معنا داری بین دو گروه وجود دارد. هر یک از گروه ها نوع خاصی از راهبردهای یاگیری را مورد استفاده قرار می دادند و نوع نگرانی آنها نیز با یکدیگر متفاوت بود. نتایج این تحقیق ممکن است کاربردهای آموزشی مختلفی در بر داشته باشد. آشنایی با نوع نگرانی یا شناخت بیشتر از راهبردهای یادگیری به دانش آموزان کمک می کند تا راهبردهای بیشتر و مختلفی استفاده کنند تا جبرانی بر نگرانی آنها باشد.
 
 

Keywords [Persian]

  • نگرانی
  • راهبرد­های یادگیری
  • دانش آموزان کم شنوا
  • دانش آموزان عادی
Aderka, I. M., Hofmann, S. G., Nickerson, A., Hermesh, H., Gilboa-Schectman, E., & Marom, S. (2012). Functional impairment in social anxiety disorder. Journal of Anxiety Disorders, 26, 393-400

Ahmed, M. (1989). Vocabulary learning strategies. In P. Meara (Ed.), Beyond words (pp. 3-14). London: CILT.

Albano, A., Chorpita, B., & Barlow, D. (2003). Childhood anxiety disorders. In E. J. Mash, & R. A. Barkley (Eds.), Child psychopathology, volume 2 (pp. 279-329). New York: Guildford Press.

Alpiner, I.G., & Meearthy, P.A. (2000). Rehabilitative audiology: Children and adults (3rd ed.). Lippon Cott: Williams & Wilkins.

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders. Washington DC.:The American Psychiatric Association Publishing.

Antia, S., Reed, S., & Kreimeyer, K. (2005). Written language of deaf and hard-of-hearing students in public schools. Journal of Deaf Studies and Deaf Education, 10(3), 244-255.

Bailey, P., Daley, C., & Onwuegbuzie, A. (1999). Foreign language anxiety and learning style. Foreign Language Annals, 32, 63-76.

Birmaher, B., Brent, D., Chiappetta, L., Bridge, J., Monga, S., & Baugher, M. (1999). Psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED): a replication study. Journal of the American Academy of Child and Adolescent Psychiatry, 38(10), 1230-1236.

Butler, A., Chapman, J., Forman, E., & Beck, A. (2006). The empirical status of cognitive-behavioral therapy: A review of meta-analyses. Clinical Psychology Review, 26, 17-31.

Chamot, A., & Kupper,V. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22(1), 8-22.

Chavira, D., Stein, M., Bailey. K., & Stein, M. (2005). Child anxiety in primary care: Prevalent but untreated. Depression and Anxiety, 20, 155-164.

Clouston, M. (1997). Language learning strategies: An overview for L2 teachers. The Internet TESL Journal, 3(12), 69-80.

Farajullahi, M., Sarmadi, M., & Taghdiri, A. (2009). Academic achievement and behavioraldifficulties in male students. Research on Exceptional Children, 9(3), 273-81.

Farrugia, D., & Austin G. (1980). A study of social-emotional adjustment patterns of hearing-impaired students in different educational settings. Journal of American Annals of the Deaf, 125, 535-541.

Gaudiano, B. A., & Herbert, J. D. (2003). Preliminary psychometric evaluation of a new self- efficacy scale and its relationship to treatment outcome in social anxiety disorder. Cognitive Therapy and Research, 27(5), 537-555.

Griffiths, C. (2003). Patterns of language learning strategy use. System, 31, 367-383.

Hajloo, N., & Ansari, S., (2011). Prevalence and causes of hearing handicap in Ardabil province, Western Iran. Audiology, 20 (1), 116-127

Jason, M., & Hannah, H. (2011). Learning disability and anxiety: A Meta-analysis. University of North Carolina, Chapel Hill.

Jiang, N. (2004). Semantic transfer and its implications for vocabulary teaching in a second language. The Modern Language Journal, 88, 416-432.

Johnson, A., Falstein, E., & Szureck, S., (1941). School phobia. Amj Orthopsychiatry, 11,702-711.

Kearney, C., & Silverman, W. (1992). Let's not push the “panic” button: A critical analysis of panic and panic disorder in adolescents. Clinical Psychology Review, 12(3), 293-305.

Kessler, R., Berglund, P., Dewit, D., Ustün, T., & Wang, P. (2002). Distinguishing generalized anxiety disorder from major depression: prevalence and impairment from current pure and comorbid disorders in the US and Ontario. International Journal of Methods of Psychiatrics, 11, 99-11.

King, N., & Bernstein, G. (2001). School refusal in children and adolescents: A review of the past 10 years. Journal of the American Academy of Child & Adolescent Psychiatry, 40(2), 197-205.

Komijani, A. (2010). A study of the relationship between critical thinking ability and L2 vocabulary learning strategies of the Iranian EFL learners. Unpublished MA thesis. Islamic Azad University, Tehran.

McIntosh, A., Cohen, A., Turnbull, N., Esmonde, L., Dennis, P., Eatock, J., Feetam, C., Hague, J., Hughes, I., Kelly, J., Kosky, N., Lear, G., Owens, L., Ratcliffe, J., & Salkovskis, P. (2004). Clinical guidelines and evidence review for panic disorder and generalised anxiety disorder’ university of Sheffield: Sheffield and the national collaborating centre for primary care. London: National Institute for Clinical Excellence (NICE).

Monzani, D., Galeazzi, G.M., Genovese, E., Marrara, A., & Martin, K. (2008). Psychological profile and social behaviour of working adults with mild or moderate hearingloss. Acta Otorhinolaryngol Ital, 28(2), 61-6.

Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House/Harper & Row.

Pollack M., & Marzol, P. (2000). Panic: Course, complications and treatment of panic disorder. Journal of Psychopharmacology, 14, 25-30.

Rapee, R. (1997). Potential role of childrearing practices in the development of anxiety and depression. Clinical Psychology Review, 17(1), 47-67.

Reddy, G, L., Ramar, L., & Kusuma, A. (2005). Hearing impairment: An educational consideration. New Delhi: Discovery publishing house.

Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden, & J. Rubin (Eds.), Learner strategies in language learning (pp. 15-30). Englewood, NJ: Prentice/Hall International.

Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt, & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 199-227). Cambridge, England: Cambridge University Press.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

Spielberger, C. (2010). State‐Trait anxiety inventory. Corsini Encyclopedia of Psychology Publishing.

Spivak, L., Datzell, L., Berg, A., Bradley, M., Cacace, A. (2000). The New York universal newborn hearing screening demonstration project: Inpatients outcome measures. Ear and Hearing, 21, 92-103.

Thambirajah, M., Grandison, K., & De-Hayes, L. (2008). Understanding school refusal: A handbook for professionals in education, health and social care. London: Jessica Kingsley Publishers.

Vogel-Walcutt, J. (2007). Social-emotional assessment of deaf children. Florida State University Pulishing.

Weisel, A., & Kamara, A. (2005). Attachment and individuation of deaf/hard of hearing young adults. Journal of Deaf Studies and Deaf Education, 10, 51-62.

Yang, M. N. (2007). Language learning strategies for junior college students in Taiwan: Investigating ethnicity and proficiency. The Asian EFL Journal, 9(2), 35-57.