Innovation in Language Learning

Nahid Zarei¹ , Negin Momeni Farahani²

Department of English Language, Mar. C., Islamic Azad University, Maragheh, Iran; Iran Language Institute, Tabriz, Iran¹

Department of Humanities, El.C., Islamic Azad University, Tehran, Iran²

Abstract

Foreign language learning is influenced not only by learners' linguistic competence but also by affective variables such as anxiety and enjoyment. Although Dogme ELT has attracted increasing attention as a conversation-driven, materials-light approach to language teaching, research has focused mainly on language performance, with limited attention to learners' emotional experiences. This study investigated the effect of Dogme ELT on speaking anxiety and foreign language enjoyment among Iranian intermediate EFL learners. The study employed a quasi-experimental pretest-posttest control group design. Sixty intermediate EFL learners from a private language institute in Tehran participated in the study. The experimental group received fifteen sessions of Dogme ELT instruction based on learner-generated conversation, emergent language, and limited reliance on published materials, while the control group followed conventional textbook-based instruction. Speaking anxiety and foreign language enjoyment were measured before and after the intervention using established questionnaires. The collected data were analyzed through analysis of covariance (ANCOVA). The findings indicated that learners who experienced Dogme ELT reported significantly lower speaking anxiety and significantly higher levels of foreign language enjoyment than those who received conventional instruction. The results suggest that authentic interaction, learner participation, and meaningful classroom communication can contribute to a more positive emotional learning environment. The study highlights the value of Dogme ELT as an alternative pedagogical approach that promotes learners' emotional well-being in addition to language learning. The findings provide practical implications for EFL teachers who seek to reduce anxiety and foster enjoyment through communicative, learner-centered classroom practices.

Keywords: anxiety, enjoyment, conversation-driven, emotional experiences

References

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[5] Thornbury, S. “A Dogme for EFL. IATEFL Issue 153, February/March.
http://nebula.wsing.com/fa3dc70521483b645f4b932209f.9db17?2000.