Exploring the Impacts of Brainstorming-Based Collaboration on the Speaking Ability of Iranian EFL Learners and EFL Teachers' Attitudes Toward Using This Technique: A Mixed-Methods Approach

Abstract

This study used a mixed-methods approach to investigate the impact of brainstorming-based collaboration on the speaking performance of 63 undergraduate male EFL learners at Naval Science and Technology University in Iran. The students were homogenized and divided into experimental and control groups. The experimental group received instruction that incorporated brainstorming sessions, while the control group was taught using conventional methods. After 20 sessions of treatment, paired t-tests were performed on pretest and posttest scores. The study found that the experimental group's speaking skills were positively affected by the use of brainstorming techniques. Investigators conducted a semi-structured interview with 20 English language teachers to gather their opinions and attitudes about the use and effectiveness of brainstorming strategies. Qualitative analysis of the teachers' evaluations revealed that the use of brainstorming strategy enhances students' speaking skills proficiency and boosts instructors' positive attitudes toward language teaching and learning. The study suggests that English language teachers should incorporate brainstorming strategies into classroom activities and that textbooks could be developed with brainstorming principles.