نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه زبان و ادبیات فارسی، دانشکده ادبیات و علوم انسانی، دانشگاه مشهد، مشهد، ایران.
2 گروه زبان و ادبیات فارسی، دانشکده ادبیات و علوم انسانی، دانشگاه فردوسی مشهد، مشهد، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
As a complex activity, academic writing relies on simultaneous processing of linguistic, structural, semantic and creative information. Academic writing is one of those activities, which is a common style among university students. However, its formal style and complex structures have led students to perceive it as a complex process. The present study examines the impact of multisensory education and multimodal education on the level of creativity in undergraduate students’ descriptive writing within the context of the General Persian and Writing Principles course. In the multisensory education model, the instructor’s focus is on making the learning setting multisensory, whereas in multimodal education model, the concept is taught through the senses. This quasi-experimental study was conducted over four consecutive semesters (2023–2024) at Ferdowsi University of Mashhad. 300 students were selected through convenience sampling and were assigned to three groups: traditional instruction, multisensory education and multimodal education. The trainings were delivered in at least seven 90-minute sessions using multisensory stimuli. Data analysis with paired-sample t-tests and one-way ANOVA revealed that multisensory instruction significantly improved students’ creative writing scores compared to traditional instruction. However, the differences were not statistically significant in the final creativity scores and their components across the groups. This suggests that while sensory engagement with information supports the generation of new ideas, more repetition and practice are needed to achieve the automation of creativity. Therefore, multisensory education models boost students’ creativity in academic writing.
کلیدواژهها [English]
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