Volume 8, Issue 2 (June 2026)
IEEPJ 2026, 8(2): 0-0 |
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karimi M, Fatehi Rad N, Jalali V. (2026). The Effect of Different Components of the Brainling Model on EFL Learners’ Recall and Retention of Complex Structures:An Experimental Approach. IEEPJ. 8(2),
URL: http://ieepj.hormozgan.ac.ir/article-1-1009-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1009-en.html
1- 1. Ph.D. Candidate, Department of English language, Ke. C., Islamic Azad university, Kerman, Iran Mohadesekarimi@iau.ac.ir, https://orcid.org/0000-0002-3269-4612
2- 2. Associate Professor (Corresponding Author), Department of English language, Ke. C., Islamic Azad university, Kerman, Iran nedafatehi@iau.ac.ir, https://orcid.org/0000-0003-1295-9078 ,nedafatehi@yahoo.com
3- 3. Assistant Professor, Department of English language, Ke. C., Islamic Azad university, Kerman, Iran Valejalali@iau.ac.ir, https://orcid.org/0000-0002-0969-4294
2- 2. Associate Professor (Corresponding Author), Department of English language, Ke. C., Islamic Azad university, Kerman, Iran nedafatehi@iau.ac.ir, https://orcid.org/0000-0003-1295-9078 ,
3- 3. Assistant Professor, Department of English language, Ke. C., Islamic Azad university, Kerman, Iran Valejalali@iau.ac.ir, https://orcid.org/0000-0002-0969-4294
Abstract: (32 Views)
Objective: Contrary to the importance of recall and retention of complex structures in language performance, they are difficult for EFL learners. To reduce EFL learning difficulties, different strategies have been put forth. This study examined the effect of different components of the Brainling Model (i.e., cultuling, cogling, sensoling, and emoling) on EFL learners’ recall and retention of complex structures.
Methods: To this end, a quasi-experimental pre-test post-test control group design was used. The participants included five groups including four experimental groups and one control group who were selected through convenience sampling in the form of five lower-intermediate intact female classes of 30 students from a private language institute in Kerman, Iran. The Oxford Placement Test (QOPT) and two multiple-choice tests of relative clauses were used for data collection.
Results The results showed that the Brainling Model and its components (i.e., cultuling, cogling, sensoling, and emoling) had a significant effect on EFL learners’ recall and retention of complex structures. Also, it was shown that cultuling was the most effective component on EFL learners’ recall and retention of complex structures.
Conclusions: The Brainling Model along with its components can be used at the service of enhancing recall and retention in EFL learners. Moreover, it is concluded that cultuling component of the Brainling Model can be used as a more effective component than other components in equal conditions to improve learners’ recall and retention. Therefore, cultural elements are recommended to be injected into learning materials to help learners recall and retain complex structures. The findings have some implications for EFL teachers, material developers and learners.
Methods: To this end, a quasi-experimental pre-test post-test control group design was used. The participants included five groups including four experimental groups and one control group who were selected through convenience sampling in the form of five lower-intermediate intact female classes of 30 students from a private language institute in Kerman, Iran. The Oxford Placement Test (QOPT) and two multiple-choice tests of relative clauses were used for data collection.
Results The results showed that the Brainling Model and its components (i.e., cultuling, cogling, sensoling, and emoling) had a significant effect on EFL learners’ recall and retention of complex structures. Also, it was shown that cultuling was the most effective component on EFL learners’ recall and retention of complex structures.
Conclusions: The Brainling Model along with its components can be used at the service of enhancing recall and retention in EFL learners. Moreover, it is concluded that cultuling component of the Brainling Model can be used as a more effective component than other components in equal conditions to improve learners’ recall and retention. Therefore, cultural elements are recommended to be injected into learning materials to help learners recall and retain complex structures. The findings have some implications for EFL teachers, material developers and learners.
Keywords: Cogling, Complex Structures, Cultuling, Recall, Emoling, Retention, Sensoling, The Brainling Model
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/05/9 | Accepted: 2025/10/1 | Published: 2026/06/1
Received: 2025/05/9 | Accepted: 2025/10/1 | Published: 2026/06/1
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