4.1. Participant Selection:
The participant group for this study was selected from the first-year English Language Teaching (ELT) students at Nakhchivan State University, specifically those registered for introductory English courses. This selection aimed to gather students who were at the starting phases of their university-level English education. The group comprised 29 students between the ages of 17 and 19, indicating a relatively narrow age range that reflects the typical demographics for first-year university students.
The gender distribution within the selected participants was notably skewed, with only two male students and the rest female. This composition, while not a focus of the study, provides a background characteristic of the group that could offer additional insights into the learning patterns and outcomes. All participants were categorized at beginner or intermediate English proficiency levels, ensuring that the starting point in terms of language skills was relatively uniform across the group.
The study also took into account the varied linguistic backgrounds of the students, recognizing that each student might have a unique relationship with English based on their mother tongue and previous language exposure. This diversity was seen as an opportunity to observe the effectiveness of cognitive-linguistic teaching techniques across a spectrum of native languages and cultural contexts. Furthermore, the selection process considered the different learning styles of students to ensure a wide representation. This was based on the assumption that effective teaching methods should be applicable to a variety of learners.
In sum, the selection of participants was strategic, aiming to represent the breadth of the student body within the ELT program and to provide findings that could be relevant to a wide array of educational settings.
4.2. Cognitive-Linguistic Techniques:
In this study, a varied cognitive-linguistic approach was employed to actively engage first-year ELT students in the language learning process. A key element of this approach involved using original videos from YouTube as a basis for storytelling exercises. These videos, featuring a range of scenarios and narratives, were shown to students who were then asked to recount or creatively interpret the stories. This method aimed to deepen the students' engagement with English by connecting them with relatable, real-world content, and encouraging the natural incorporation of phrasal verbs in their storytelling.
Role-playing formed another important component of the teaching strategy. Students were encouraged to take on characters from the videos or related contexts, actively participating in simulated dialogues and interactions. This immersive technique was designed not just to make the learning experience more interactive and engaging, but also to provide students with practical opportunities to use language in a conversational setting. By acting out and responding to various scenarios, students practiced the syntax and semantics of phrasal verbs in a dynamic and contextual manner.
4.3. Use of Colored Markers:
In this study, colored markers were used as an effective visual tool to aid students in understanding phrasal verbs. This visual aid approach was designed to make the structure and usage of phrasal verbs more accessible and comprehensible. By assigning different colors to the various components of phrasal verbs, such as the verb and its particle, students could visually differentiate and categorize them more easily.
This color-coding technique was especially helpful in distinguishing the diverse types of phrasal verbs. For instance, one color could represent separable phrasal verbs, while another color could denote inseparable ones. This not only aided in memorization but also helped students understand how the meaning of a phrasal verb can change in different contexts. By associating specific colors with specific components or types of phrasal verbs, the students could develop a more intuitive understanding of how these verbs function in English, thereby enhancing their overall language proficiency.
4.4. Data Collection Process:
The data collection process in this study was multi-faceted, incorporating both traditional and innovative approaches. It began with pre and post-intervention tests aimed at evaluating the students' understanding and ability to correctly use phrasal verbs. These tests were crucial in measuring the tangible outcomes of the teaching methods applied.
Alongside these tests, classroom observations played a significant role. These observations allowed for an assessment of how students engaged with the material and interacted during the lessons. Observers noted students' responses to the different teaching strategies, their participation in activities, and their overall behavior and attitude towards learning.
In addition to these methods, student feedback surveys were conducted. These surveys provided valuable insights into the students' perceptions of the teaching methods, their personal experiences with the learning process, and their suggestions for improvement. This feedback was critical for evaluating the effectiveness of the teaching approaches from the students' perspective.
A unique aspect of the data collection involved an experimental teaching method where the instructor introduced Lithuanian phrases in the classroom without initially disclosing the language being taught. This method was designed to create an immersive learning experience and to foster language awareness among the students. During this exercise, students were taught basic Lithuanian phrases such as greetings, age inquiries, and classroom-related questions. This approach aimed to gauge students' attentiveness and their ability to learn and use unfamiliar language constructs spontaneously. The results from this exercise provided an interesting dimension to the study, highlighting students' capacity for language acquisition under direct, immersive methods and their adaptability to unfamiliar linguistic contexts.
4.5. Data Analysis Methods:
The study employed a dual approach to data analysis, addressing both quantitative and qualitative aspects to provide a comprehensive understanding of the outcomes.
For the quantitative data, which primarily came from the pre and post-intervention tests, statistical methods were utilized. These methods included the calculation of mean scores, standard deviations, and in some cases, more complex statistical tests such as t-tests or ANOVA, depending on the nature of the data and the hypotheses being tested. The goal here was to objectively measure the degree of improvement in students' knowledge and usage of phrasal verbs as a result of the teaching interventions. This analysis provided a clear, numerical insight into the effectiveness of the cognitive-linguistic techniques in enhancing phrasal verb comprehension and usage among the students.
On the qualitative side, data derived from classroom observations and student feedback surveys were examined through thematic analysis. This approach involved identifying, analyzing, and reporting patterns (themes) within the data. The themes were developed inductively, emerging from the data set through a process of data familiarization, initial code generation, and theme refinement. This analysis was pivotal in understanding the students' subjective experiences and perceptions regarding the cognitive-linguistic approach used in the study. It offered insights into how students felt about the learning process, their engagement levels, challenges faced, and the overall impact of the teaching methods on their language learning journey.
Together, these quantitative and qualitative analyses provided a holistic view of the study's outcomes, highlighting not only the efficacy of the teaching methods in quantitative terms but also offering a deeper understanding of the students' learning experiences and attitudes.