The Effect of Infantalization Aids on Iranian EFL learners Oral Interaction

Following the emergence of constructivist school of thought and the resulting social view, the humanistic principles began to permeate and influence the field of second language teaching and learning (Khatib Najafi, 2013). Considering humanistic psychology, the receiver in education is considered first a human being, and then a learner. Therefore, in a relaxing environment with less stress and more social interaction, specially with a teacher in a parental role, the learner is supposed to learn better, which leads to introduction of Suggestopedia. The purpose of this study, therefore, was to uncover the effect of infantilization aids on Iranian EFL learners oral interaction in Pishghaman institute, Miyandoab. In this study, the researcher used quantitative method. To conduct the present study, thirty female EFL learners, at elementary level with the age range of 9-11 and with a bilingual background, i.e Turkish and Persian were involved. Thirty participants were non-randomly selected then they were assigned to two groups of experimental and control consisting of fifteen. Data for the quantitative study were collected through two kinds of instrument namely Communication Check list and Likert-scale fluency measurement Rubric in pre-test and post-test stages. Based on the results of the study, it was revealed that experimental group, which received infantilization aids , could significantly improve in terms of oral interaction ability of the participants. The findings of the study might bring some implications for EFL curriculum developers, teachers,and those who are interested in psycholinuistics.