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حرية الوصول المقاله
1 - نقش هوشمندسازی مدارس و راهبردهای فراشناختی بر سازگاری تحصیلی دانشآموزان (مطالعه موردی: دانشآموزان دوره دوم متوسطه مدارس هوشمند شهر چمستان)
علی محمدزاده نادی علیزاده فرانک پایدارمقدمه و هدف پژوهش: پژوهش حاضر با هدف بررسی تأثیر هوشمندسازی مدارس و راهبردهای فراشناختی بر سازگاری تحصیلی دانشآموزان انجام گرفت. روش پژوهش: جامعه آماری این پژوهش شامل کلیه دانشآموزان متوسطه دوم مدارس هوشمند شهر چمستان بوده است که تعداد آن 279 نفر است. نمونه آماری با أکثرمقدمه و هدف پژوهش: پژوهش حاضر با هدف بررسی تأثیر هوشمندسازی مدارس و راهبردهای فراشناختی بر سازگاری تحصیلی دانشآموزان انجام گرفت. روش پژوهش: جامعه آماری این پژوهش شامل کلیه دانشآموزان متوسطه دوم مدارس هوشمند شهر چمستان بوده است که تعداد آن 279 نفر است. نمونه آماری با توجه به جدول کرجسی مورگان 203 نفر برآورد شده است. روش نمونه‌گیری در این پژوهش از نوع تصادفی طبقه‌ای بوده است. ابزار اندازه‌گیری این تحقیق پرسشنامه‌های استاندارد بوده است که از پرسشنامه‌های هوشمندسازی مدارس شاویرودی (1392)؛ سازگاری تحصیلی اونیل و سریاک (1984)، محمدی و همکاران (1395)؛ راهبرد فراشناختی اونیل و عابدی (1996)، محمدی و همکاران (1395) اقتباس‌شده است. جهت تعیین روایی پرسشنامه از روایی صوری استفاده شد. جهت تعیین پایایی از ضریب آلفای کرونباخ استفاده شد و با توجه به این‌که کلیه متغیرها دارای ضریب بیشتر از 7/0 بوده، پایایی آنها تأیید شد. هوشمندسازی مدارس دارای پایایی 78/0 و سازگاری تحصیلی دارای پایایی 73/0 و راهبردهای فراشناختی دارای پایایی 79/0 است. جهت بررسی فرضیات پژوهش از مدل‌سازی معادلات ساختاری و نرم‌افزار PLS استفاده شد. یافته‌ها: نتایج فرضیه اصلی تحقیق مبنی بر تأثیر هوشمندسازی مدارس و راهبردهای فراشناختی بر سازگاری تحصیلی دانشآموزان تائید شد؛ نتیجه‌گیری: نتایج فرضیه فرعی اول تحقیق مبنی بر تأثیر هوشمندسازی مدارس بر سازگاری تحصیلی دانشآموزان تأیید شد؛ نتایج فرضیه فرعی دوم مبنی بر تأثیر راهبردهای فراشناختی بر سازگاری تحصیلی دانشآموزان تأیید شد. تفاصيل المقالة -
حرية الوصول المقاله
2 - Cognitive and Metacognitive Strategy Instruction and Their Impact on Iranian EFL Learners’ Writing Cognitive Processes
Maryam Khezri Nejad Mojgan Rashtchi Zohreh SeifooriThis 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 inst أکثرThis 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. تفاصيل المقالة -
حرية الوصول المقاله
3 - Improving Iranian EFL students reading comprehension skills: examining the effects of self-regulated strategy and modified reciprocal teaching
Atefeh Jafari Bahador SadeghiThe purpose of this study was to investigate how reciprocal teaching and self-regulation affected reading comprehension of EFL learners at the high school level. 60 participants were selected and randomly assigned into two groups: an experimental group and a control gro أکثرThe purpose of this study was to investigate how reciprocal teaching and self-regulation affected reading comprehension of EFL learners at the high school level. 60 participants were selected and randomly assigned into two groups: an experimental group and a control group. The experimental group was taught through reciprocal teaching while the control group was taught through skill-based teaching. The researcher used reading section of the National University Entrance Exam in the Field of English 1391 as pre-test, and post-test to collect the data. Data were analyzed by the covariance analysis and the results indicated that reciprocal teaching had a significantly positive effect on the English reading comprehension and usage of self-regulation strategy of high school students. Students who were taught by reciprocal teaching had better scores at post-test rather than the other students in skill-based group. تفاصيل المقالة -
حرية الوصول المقاله
4 - Metacognitive Strategy Instruction and EFL learners’ Listening Comprehension Ability: A Tale of Two Genders
Saeed Ranjbar Davood Mashhadi HeidarThis research aimed to probe the effect of two different models of metacognitive strategy instruction on the listening performance of EFL learners in Iran. 83 intermediate EFL learners in four groups, two male and two female groups were the participants. The participant أکثرThis research aimed to probe the effect of two different models of metacognitive strategy instruction on the listening performance of EFL learners in Iran. 83 intermediate EFL learners in four groups, two male and two female groups were the participants. The participants in the first experimental groups – a male and a female group – were undergone a ten-week treatment including the linear strategy instruction of metacognitive strategies. The focus was upon planning, monitoring, and evaluation. The participants in the second experimental group were trained according to Metacognitive Pedagogical Sequence proposed by Vandergrift and Goh (2012) for ten weeks, and participated in a course in which a sequence of tasks helped them work on their metacognitive awareness of the processes underlying L2 listening through peer interactions. Through a test of listening comprehension, data were collected and changes were tracked in learners’ listening performance before and after the program. According to the findings of the study metacognitive strategy instruction led to a significant improvement in the overall listening performance of the learners in both groups, that is, no significant difference was found between two groups of male and female learners. Moreover, it was shown that the Metacognitive Pedagogical Sequence and the manner in which metacognitive strategies were presented according to this model led to significantly higher listening performance of EFL learners who participated in this study. تفاصيل المقالة -
حرية الوصول المقاله
5 - Investigating the Effects of Scaffolding Genre Knowledge and Metacognitive Strategy Use on EFL Learners’ Academic Writing Skills: A Mixed-methods Study
Masomeh Aghaalikhani Karim Nazari Bagha Shima Ahmadi AzadThis study aimed to investigate the effects of scaffolding genre knowledge and metacognitive strategy use on English as a foreign language (EFL) learners’ academic writing skills. The initial population was 100 EFL students from M.A. English language teaching (ELT أکثرThis study aimed to investigate the effects of scaffolding genre knowledge and metacognitive strategy use on English as a foreign language (EFL) learners’ academic writing skills. The initial population was 100 EFL students from M.A. English language teaching (ELT) students who took academic writing course at Islamic Azad University, Tehran and Alborz branches. To homogenize the sample, Oxford placement test (OPT) was administered, and based on its results, 75 advanced learners were selected for the purpose of the study. After that, they were divided into 3 groups, namely the experimental group A (scaffolding genre knowledge), the experimental group B (metacognitive strategy use), and the control group. IELTS academic writing task 2 was administered as the pretest and posttest. The treatments lasted for 16 sessions. To explore the learners’ perceptions regarding the instructions qualitatively, the semi-structured individual interviews were administered to 20 students who were chosen from the experimental groups. The results showed that scaffolding genre knowledge and metacognitive strategy use had significant impacts on the Iranian EFL learners’ academic writing skill. In addition, the findings indicated that there was a significant difference between the effects of scaffolding genre knowledge and metacognitive strategy use on the Iranian EFL academic writing skill in which scaffolding genre knowledge had more significant effects on Iranian EFL academic writing skill than metacognitive strategy use. Furthermore, the qualitative findings showed that the learners adopted positive views towards scaffolding genre knowledge and metacognitive strategy use in developing their academic writing skill. تفاصيل المقالة -
حرية الوصول المقاله
6 - Enhancing Reading Comprehension via Metacognitive Strategy Training: Gender and Discipline Variation
Zohreh SeifooriThe aim of this quasi-experimental study was to investigate the impact of a metacognitive training program on university freshmen’s reading comprehension skill in a three-credit General English (GE) Course. The participants included eight groups of freshmen, in fo أکثرThe aim of this quasi-experimental study was to investigate the impact of a metacognitive training program on university freshmen’s reading comprehension skill in a three-credit General English (GE) Course. The participants included eight groups of freshmen, in four disciplines: Management, Psychology, Mechanical Engineering and Computer Engineering. They were randomly assigned as four experimental and four control groups, each including approximately 30 participants. The same materials were taught to all groups after their initial homogeneity in English was assessed via Analysis of Variance of the pre-test scores obtained from a Key English Test (KET). In the experimental groups, one whole session was devoted to explicitly teaching three sets of metacognitive strategies and five reading strategies: skimming, scanning, previewing, using context clues, and making inferences. These groups also received metacognitive awareness-raising while applying the strategies in each reading lesson for six sessions. The analyses of the research data revealed that metacognitive strategy training promoted the participants’ learning when integrated with a reading-focused GE course regardless of their gender and a small effect from discipline. The findings have implications for teachers, materials developers, and teacher trainers. تفاصيل المقالة -
حرية الوصول المقاله
7 - The Effect of Teaching Cognitive and Metacognitive Strategies on Reading Comprehension Ability
Mohammad Ali Torabi الهام قلی نیاThe demands of the changing world impose on learners the need to become autonomous readers. This places a responsibility on the shoulders of the teachers to develop an approach to teaching reading which will help readers become independent strategic ones. The purpose of أکثرThe demands of the changing world impose on learners the need to become autonomous readers. This places a responsibility on the shoulders of the teachers to develop an approach to teaching reading which will help readers become independent strategic ones. The purpose of this study is to investigate the effect of teaching reading strategies on the development of reading comprehension of Iranian EFL learners. An experimental design was adopted to accomplish this investigation. To do so, two intact classes of 35 students were selected. Then to find out the homogeneity of the participants, Oxford Placement Test was administrated to both classes’ among whom 60 students who scored above 47 were selected as homogeneous and were assigned to two experimental and control groups. The students in the experimental group participated in 10 sessions and were taught two strategies of reading comprehension: activating background knowledge and contextual strategies. At the same time, the materials in the control group were taught through conventional methods of reading and translating the texts into Persian. In the 10th session, the post-test was administrated to both groups. The results of the t-test confirmed the positive effect of reading strategies instruction on the development of reading comprehension ability. These findings may furnish language teachers with the empirical evidence that capitalizing on the students' awareness of the strategies and helping them to use these strategies will significantly develop their reading abilities. تفاصيل المقالة -
حرية الوصول المقاله
8 - مقایسه اثربخشی آموزش گروهی راهبردهای فراشناختی و آموزش هم شاگردی بر خودکارآمدی تحصیلی و انگیزش تحصیلی: دانشآموزان دوره متوسطه دوم
مسعود نظرزاده احمد غضنفری طیبه شریفی رضا احمدیهدف تحقیق حاضر مقایسۀ تأثیر آموزش گروهی راهبردهای فراشناخت و آموزش هم شاگردی بر خودکارآمدی تحصیلی و انگیزش تحصیلی دانشآموزان پسر متوسطه دوم شهرستان دهلران در سال تحصیلی 98-1397 بود. روش پژوهش نیمه آزمایشی با طرح پیش و پس‌آزمون و گروه کنترل و پیگیری پس از 3 ماه بود و از أکثرهدف تحقیق حاضر مقایسۀ تأثیر آموزش گروهی راهبردهای فراشناخت و آموزش هم شاگردی بر خودکارآمدی تحصیلی و انگیزش تحصیلی دانشآموزان پسر متوسطه دوم شهرستان دهلران در سال تحصیلی 98-1397 بود. روش پژوهش نیمه آزمایشی با طرح پیش و پس‌آزمون و گروه کنترل و پیگیری پس از 3 ماه بود و از نظر نوع تحقیق نیز کاربردی است. جامعه تحقیق حاضر کلیه دانشآموزان پسر پایه دوم متوسطه دوم شهر دهلران به تعداد 300 نفر بودند که ابتدا از بین آنها 75 نفر با روش نمونه‌گیری هدفمند انتخاب شدند و سپس به صورت تصادفی در بین گروه‌ها قرار گرفتند. ابزار پژوهش پرسشنامه‌های انگیزش تحصیلی هارتر(1981) و خودکارآمدی جنیگ و مورگان(1999) بودند که پایایی آن نیز با آزمون کرونباخ(89/0) حاصل شد. برای تجزیه و تحلیل داده‌ها از روش‌های آمار توصیفی مانند محاسبه فراوانی، درصد، میانگین، انحراف معیار و آمار استنباطی شامل آزمون‌های تحلیل کوواریانس و پیش فرض‌های آن برای بررسی تفاوت میانگین‌های پیش‌آزمون، پس‌آزمون و پیگیری استفاده شد و تجزیه و تحلیل داده‌ها با نرم‌افزار SPSS نسخه 24 انجام گرفت. تجزیه و تحلیل داده‌ها نشان داد آموزش گروهی راهبردهای فراشناختی و آموزش هم شاگردی بر انگیزش تحصیلی و خودکارآمدی تأثیر معناداری دارند. همچنین میانگین نمرات روش آموزش با راهبردهای فراشناختی بر خودکارآمدی و انگیزش در مقایسه با روش هم شاگردی بالاتر بود. بنابراین تأثیرگذاری روش آموزش مبتنی بر راهبردهای فراشناختی به طور معناداری بیشتر از روش آموزش هم شاگردی است(05/0>p). تفاصيل المقالة -
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9 - Impact of Metacognitive Strategy Instruction on Iranian EFL Learners’ Listening Anxiety
Parisa Mohamadpour Reza Talebinejad Omid TabatabaeiThis study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task أکثرThis study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who were chosen through random sampling and were randomly assigned to 2 experimental and 2 control groups. Before and after the intervention, Kim’s (2000) Foreign Language Listening Anxiety scale (FLLAS) and the listening section of Preliminary English Test (PET) were administered to all groups as pre and post tests. All four groups were taught by the same researcher and the listening comprehension material was constant over the groups. The first experimental group received IELT intervention, the second experimental group received MPS intervention, and both control groups received traditional product-based listening comprehension instruction while the active control group also received explicit instruction of the metacognitive strategies. ANCOVA results proved that although both IELT and MPS were effective in lowering anxiety level, the performance of MPS was of a large effect size, and it was a better model to lower learners’ anxiety. Both models significantly improved learners’ listening comprehension. تفاصيل المقالة -
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10 - Metacognitive Strategy Awareness and Listening Anxiety: The role of gender and proficiency level among Iranian EFL learners
Narjes Golzadeh Marjan MoiinvaziriWhile listening plays an important role in the process of foreign/second language learning, different factors can affect this process. This study was designed to assess the relationship between listening anxiety and metacognitive strategy awareness with a special intere أکثرWhile listening plays an important role in the process of foreign/second language learning, different factors can affect this process. This study was designed to assess the relationship between listening anxiety and metacognitive strategy awareness with a special interest in the role of gender and proficiency level. In order to conduct this survey, two instruments including the Metacognitive Awareness Listening Questionnaire (MALQ) as well as Foreign Language Listening Anxiety (FLLA) questionnaire were utilized and distributed among 105 upper-intermediate and advanced level Iranian EFL learners. The analysis of data indicated that there was a negative correlation between the participants' listening anxiety and their use of metacognitive strategies, indicating as the use of metacognitive strategies increased, lesser degrees of listening anxiety were observed and vice versa. Moreover, the findings showed that there was no difference between males and females in this regard. Regarding learners’ level, it was revealed that upper-intermediate learners were more anxious than advanced level ones. However, no difference was detected between these two levels in their strategy use. It is hoped that this study can help teachers to consider their learners’ characteristics in the instruction of suitable strategies and learners to become more autonomous and self-regulated in their listening performance. تفاصيل المقالة -
حرية الوصول المقاله
11 - Adopting Mediated Learning Experience through Mediational Behaviors to Improve EFL Learners’ Grammar and Metacognitive Strategy Use
Effat Hadidi Zavareh Abdollah Baradaran Bahram MowlaieMediated Learning Experience (MLE) Theory holds the idea that a crucial factor in the development of a person’s cognitive functioning and enabling him to function as an autonomous learner is the amount and quality of mediated learning interactions he has received. أکثرMediated Learning Experience (MLE) Theory holds the idea that a crucial factor in the development of a person’s cognitive functioning and enabling him to function as an autonomous learner is the amount and quality of mediated learning interactions he has received. Given this, the paramount focus of this study was to implement MLE through mediational behaviors regarding developing EFL learners’ metacognitive strategy use (MSU) and grammar knowledge. To this end, a grammar test and the Persian version of the Metacognitive Strategies Questionnaire by Item Types were administered to 60 Iranian elementary EFL learners who were selected through convenience sampling and assigned to experimental and control groups at the pretest and posttest. Quantitative analysis of the data revealed that an MLE-based grammar course done through mediational behaviors improved not only the learners’ use of metacognitive strategies as a total but also the learners’ use of planning strategies and their grammar knowledge as well, it did not improve their use of goal-setting and assessment strategies, instead. The results can bear some lucrative insights for various practitioners ranging from teachers and teacher trainers to syllabus designers and stakeholders. تفاصيل المقالة -
حرية الوصول المقاله
12 - Investigating a Systematic Approach to the Promotion of EFL Learners’ Autonomy
Hossein Rahmanpanah Zia TajeddinAbstract Autonomy is the ability to take charge of one’s own learning. However, this ability is not inborn and must be acquired by formal instruction (Holec, 1981). Therefore, to offer a systematic approach to the devel-opment of learner autonomy in language learn أکثرAbstract Autonomy is the ability to take charge of one’s own learning. However, this ability is not inborn and must be acquired by formal instruction (Holec, 1981). Therefore, to offer a systematic approach to the devel-opment of learner autonomy in language learning process, Benson (2001) argues that learner autonomy is described in terms of learners’ control over the three dimensions of learning management, cognitive pro-cesses, and learning content. However, developing learner autonomy through systematic instruction has received little attention in EFL context. To bridge this gap, this study aims to provide experimental sup-port for the impact of applying Benson’s (2001) three-level model of learner autonomy on fostering au-tonomy among EFL learners. To this aim, the data were collected and analyzed from a group (N=40) of English as a foreign language learners, doing their bachelor’s degree. The results indicated that autonomy subscale was greater after the completion of instructional intervention. Besides, further investigation pro-vided evidence on the fact that autonomy is not an all-or-nothing concept as the learners reached "inter-vention level" of degrees to learner autonomy. In total, this study suggests that each dimension of auton-omy in language learning should be developed separately, although many researchers often attach more importance to one level of control than others. تفاصيل المقالة -
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13 - The Effect of Metacognitive Strategies Training on Reading Comprehension of Field-dependent / Field- independent Learners
Mehdi Sheykhi Zohre MohamadiThis study investigated how English as Foreign Language (EFL) learners with different learning styles (Field dependent and field independent) boost up their reading comprehension abilities as they develop their metacognitive skills. To conduct this research, 60 particip أکثرThis study investigated how English as Foreign Language (EFL) learners with different learning styles (Field dependent and field independent) boost up their reading comprehension abilities as they develop their metacognitive skills. To conduct this research, 60 participants were randomly invited to sit PET (Preliminary English Test) to ensure homogeneity of the participants in terms of language proficiency level. A Group Embedded Figure Test (GEFT) was then administered to distinguish field dependent and field independent learners. Two groups of 30 students were made; field dependent and field independent groups. Prior to any instruction on metacognitive strategy, groups of students attended a reading test as a pretest. Students were then received instruction with the focus on metacognitive strategies including inferring meaning through word analysis, using background knowledge, guessing the later topic, center- ing learning, arranging and planning leaning and elaborating as a treatment. After the instruction was completed the students were given a posttest in relation to the reading skills. The within and between group analysis of data gathered from this quasi experimental research using a series of t-test and analysis of covariance (ANCOVA) indicated that field dependent learners outperformed field independent learners in reading comprehension after the treatment. The finding suggested a need for principled decisions and planning on metacognitive strategy training in language teaching and materials development. تفاصيل المقالة
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