| چکیده انگلیسی مقاله |
Speaking is one of the most important language skills in any language. It is an oral skill and means of communication. In many situations, there is a need to speak. It includes linguistic knowledge to produce speech, appropriate vocabulary, pronunciation, and grammatical patterns that convey the intended meaning, understanding how to interpret non-verbal elements, understanding the structure of discourse that provides coherence, content to produce conversation, knowledge of the topic to be talked about, and cultural knowledge and social context. Speaking is an art or a basic skill of the language and a primary means of learning it. Its importance has increased after the increase in oral communication. It is one of the skills that should be focused on in the Arabic language because Arabic is the language of communication. However, with the establishment of technology in the field of education and the establishment of virtual classes and educational courses in the virtual and online environment, attention should be paid to how to establish such classes for Arabic conversation; as they suit current educational goals and lead to the development of secondary conversation skills such as communication and social skills and teaching them according to the natural requirements of the brain in these environments. By understanding how the brain learns, online education is also improved. As in the real world, all types of education, such as reverse and alternating learning, are beneficial, but their impact is greater in the virtual classes, because in the context of the online environment, the time for preparation, implementation, documentation, repeated testing, collaborative learning is shortened, and the brain is constantly changing in response to the transformations brought about, by the information age we live in. Electronic communication media are in some ways similar to our neural system because both involve the instantaneous transmission of electrical signals to create communication. The neural system is an internal means of communication that transmits messages from one area of the body to another and has evolved to do what electronic communication means do for the human race. Therefore, the increasing demand for language education in the virtual environment requires the need to pay attention to the neural system (based on current requirements of education that focus on developing metacognitive skills and activating both areas of the brain). One of the most important theories that deal with these issues in education is brain-based learning, which has revolutionized cognitive sciences, the mind, the brain, and how the mind learns. It emerged from studies of cognitive neuroscience and in combination with several fields of science such as chemistry, neuroscience, psychology, sociology, genetics, biology, and statistics. It means learning based on a complete understanding of the human brain. Brain-based learning can best be defined in three words: participation, strategies, and principles. Because it requires engaging learners and doing so through strategies based on real learning. Its theorists (Cane & Cane, 2009) proposed the process of teaching with twelve principles and three methods of Relaxed Alertness, as this method provides a safe learning environment while working to remove fears and feelings of anxiety when learners face challenges and ensure a learning environment with high specifications free of threatening situations. Orchestrated immersion based on providing learning environments allows learners to immerse themselves in educational experiences and interact with them directly. These conditions are also called rich learning conditions. Active processing is an approach that allows learners to acquire information and integrate it into their cognitive structures and link it with relevant previous experiences. This research aims to employ the principles of brain-based learning in online classes for Arabic conversation skills to reveal the effectiveness of these principles in developing conversation skills in the virtual environment. The study used the quasi-experimental approach, and the control and experimental groups were tested using pre- and post-tests. The statistical population consisted of students of Tehran's state universities in the Arabic conversation classes in the first semester. Then, the sample was selected from this statistical population using the random-sampling method. The selected sample included 34 female students from the Department of Arabic Language and Literature at Khwarizmi University. They were divided into two groups (i.e. control and experimental). To study the research question, different statistical tests were used, such as Box's M test, Levene's Test, and follow-up tests such as the Landay Wilkes test, the Belani effect test, the Hotelling's T-Squared, and the largest square root test to calculate the averages obtained in the pre- and post-tests in the control and experimental groups. The principles and strategies of brain-based learning were applied in online Arabic speaking skill classes for a full semester. According to the analysis of common variance or repeated measures (GLMRM) test, the average scores for the pre-test in speaking skill in the control and experimental groups (brain-based learning) were 19.39 and 20.5, respectively, but these averages in the post-test for the two groups were 21.43 and 29.05. We note statistically significant differences between the averages of the pre- and post-tests of the experimental group. The percentage of the effect of brain-based learning in the experimental group for speaking skill is equal to 80%, as stated in the statistical analyses. |