Cognitive and Metacognitive Strategy Instruction and Their Impact on Iranian EFL Learners’ Writing Cognitive Processes
الموضوعات : نکرش جدید در یادگیری زبان انکلیسی
Maryam Khezri Nejad
1
,
Mojgan Rashtchi
2
,
Zohreh Seifoori
3
1 - گروه زبان انگلیسی، دانشکده ادبیات، علوم انسانی و اجتماعی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران
2 - گروه زبان انگلیسی، دانشکده زبانهای خارجی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران
3 - گروه زبان انگلیسی، دانشکده ادبیات، علوم انسانی و اجتماعی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران ایران
الکلمات المفتاحية: brainstorming, cognitive processes, focus on form, metacognitive strategy, writing ability,
ملخص المقالة :
This study explores the efficacy of cognitive and metacognitive strategy instruction in enhancing the writing cognitive processes of Iranian English as a Foreign Language (EFL) learners. Utilizing various instructional approaches, including scaffolded metacognitive instruction and writing metacognitive strategies, the research investigates the effects on learners’ metacognitive awareness and writing accuracy. Research on cognitive-oriented writing is a young but growing field. The current mixed methods study explored the extent to which brainstorming, focus on form (FonF), and metacognitive strategy instruction could affect cognitive processes (planning, translating, revising) of Iranian EFL learners. The participants were 150 BA learners in three intact classes majoring in English language translation at IAU, Islamshahr Branch. During 16 sessions, each group experienced brainstorming, metacognitive strategy instruction, or FonF activities as pre-task conditions. Writing pretest and posttest, and semi-structured interview were utilized to collect the data. The results obtained from one-way ANOVA revealed that pre-task conditions statistically impacted the cognitive processes of learners’ writings. The findings suggest a positive correlation between strategic knowledge, metacognitive strategies, and improved writing skills among Iranian EFL learners. The study not only contributes to the understanding of the interplay between cognitive and metacognitive processes in language learning but also provides valuable insights for educators aiming to enhance writing proficiency in EFL settings.
