THE EFFECT OF GREEK TRADITIONAL DANCES, SONGS, AND GAME-BASED ACTIVITIES ON ANXIETY AND ENGLISH LEARNING AT SCHOOL IN STUDENTS WITH INTELLECTUAL DISABILITY

Autori

  • Anastasia-Kassiani Praskidou School of Physical Education and Sport Sciences, Aristotle University of Thessaloniki, Greece
  • Eirini Argiriadou School of Physical Education and Sport Sciences, Aristotle University of Thessaloniki, Greece
  • Paraskevi Giagazoglou School of Physical Education and Sport Sciences, Aristotle University of Thessaloniki, Greece
  • Styliani Douka School of Physical Education and Sport Sciences, Aristotle University of Thessaloniki, Greece
  • Chrisi Mavrovounioti School of Physical Education and Sport Sciences, Aristotle University of Thessaloniki, Greece

DOI:

https://doi.org/10.46827/ejse.v10i1.5170

Parole chiave:

dance, music, playful activities, mental state, teaching, foreign language

Abstract

The present study aimed to examine the effects of a program with teaching means Greek traditional dances, songs, and game-based activities on anxiety and English learning at school in students with intellectual disability (ID). The research involved 20 students with ID, who attended a Special Needs Vocational High School and were randomly divided into an intervention group (n=10) that was taught the English language with Greek traditional dances, songs, and game-based activities, and a control group (n=10) who participated in the standard English language course, for once a week for 45-minutes, for 12 weeks. Before and after the 12 weeks, the State-Trait Anxiety Inventory (Spielberger et al., 1970) was used to assess anxiety and specially designed cognitive tests to assess English learning. Before the beginning of the program, there was no difference between the two groups concerning the studied variables. However, after the program, the two groups showed significant differences in all variables (p<0.01-<0.001). More specifically, after the intervention program there was a significant decrease (z=-2.157, p<0.05) in anxiety and a very significant improvement of the students with ID in the cognitive tests for the lessons taught (p<0.01). For the control group, anxiety remained unchanged, while all cognitive test scores in the English language slightly improved except for the significant improvement in the unit prepositions (p<0.05). However, intervention group scores were significantly higher on all cognitive tests in the English language (p<0.01-<0.001). In conclusion, the positive effect of Greek traditional dances, songs, and game-based activities on anxiety and English language learning by students with ID is evident.

 

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Biografie autore

  • Anastasia-Kassiani Praskidou, School of Physical Education and Sport Sciences, Aristotle University of Thessaloniki, Greece

    Anastasia-Kassiani Praskidou is a PhD student of the Department of Physical Education and Sport Science in Serres, at the Aristotle University of Thessaloniki. She is, also, an English Teacher for Special Needs Education Schools. Her interests combine her love for teaching English in alternate ways to learners of all ages with her passion for dance, yoga, Pilates, creativity, and fun games.

    ORCID: orcid.org/0009-0007-9727-8621

  • Eirini Argiriadou, School of Physical Education and Sport Sciences, Aristotle University of Thessaloniki, Greece

    Eirini Argiriadou is an Assistant Professor at the Department of Physical Education and Sport Science in Serres, at the Aristotle University of Thessaloniki. Her research interests involve the effects of dance, specifically of Greek traditional dance, Pilates, and recreational physical activity on mental, social, and physical health, well-being, and quality of life for children, adolescents, adults, and elderly individuals.

    ORCID: orcid.org/0000-0002-8103-109X

  • Paraskevi Giagazoglou, School of Physical Education and Sport Sciences, Aristotle University of Thessaloniki, Greece

    Paraskevi Giagazoglou is a Professor at the Department of Physical Education and Sport Science in Serres, at the Aristotle University of Thessaloniki. Her research interests concern psychomotor assessment and psychomotor development, as well as assessment and intervention programs in children and people with disabilities.

    ORCID:  orcid.org/0000-0001-6011-7778

  • Styliani Douka, School of Physical Education and Sport Sciences, Aristotle University of Thessaloniki, Greece

    Styliani Douka is a Professor at the Department of Physical Education and Sport Science, at the Aristotle University of Thessaloniki. Her research interests concern Greek traditional dance, the physiological and psychological benefits of dance, dance and leisure, history of dance, as well as sociology of sport and leisure.

    ORCID: orcid.org/0000-0002-0018-0350

  • Chrisi Mavrovounioti, School of Physical Education and Sport Sciences, Aristotle University of Thessaloniki, Greece

    Chrisi Mavrovounioti is a high school Teacher of Home Economics and Ecology in Special Needs Education Schools, with a PhD in Health Education. Her interests combine different alternative teaching ways to help students with intellectual disability to improve their diet, participation in exercise and quality of life, with the ultimate aim of improving their health.

    ORCID: orcid.org/0009-0001-3784-9425

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Pubblicato

2024-01-16

Fascicolo

V. 10 N. 1 (2024)

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Articles

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