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Open Access Article
1 - Comparison of the efficacy metacognitive strategies and time management training on test anxiety and academic self-efficacy in Secondary School Female Students
leila shoaei alireza heidarie saeed bakhtiarpour parviz askariThe purpose of this study was to compare of the effect of metacognitive strategies and time management training on test anxiety and academic self-efficacy in Secondary School Female Students. The statistical population of this study included all female student high MoreThe purpose of this study was to compare of the effect of metacognitive strategies and time management training on test anxiety and academic self-efficacy in Secondary School Female Students. The statistical population of this study included all female student high school Behbahan City in year academic 2018-2019, using a targeted sampling method, 45 of them were selected and randomly assigned to two experimental groups and one control group (each group of 15 Student). To collect data Test Anxiety Questionnaire of Spielberger, Gonzalez, Taylor, Algaze & Anton (1978) and Academic Self-Efficacy Questionnaire of Jing & Morgan (1999). This quasi-experimental study was conducted with a pretest-posttest design with control group. The experimental groups underwent metacognitive strategies (6 sessions 90 minutes) and time management training (7 sessions 60 minutes), but the control group received no training. Data were analysed using covariance analysis. The results showed that metacognitive strategies and time management training was effective to decrease test anxiety and increase academic self-efficacy in students (p<0.01). Also, the results showed that metacognitive strategies had a greater effect than time management training on decrease test anxiety and increase academic self-efficacy in students (p<0.01). It can be used to metacognitive strategies training to decrease test anxiety and increase academic self-efficacy in students.. Manuscript profile -
Open Access Article
2 - A Comparative Study of Vocabulary Learning Strategies Used by Marine Engineering Students and Iranian EFL Learners
Davood Mashhadi Heidar Majid Sadeghzadeh Hemayati -
Open Access Article
3 - Developing and Validating a Questionnaire to Assess Strategic Competence in EFL Listening Performance: A Structural Equation Modeling Approach
Maryam Haghighi Mojgan Rashtchi Parviz Birjandi -
Open Access Article
4 - Impacts of Cognitive and Metacognitive Strategies on Vocabulary Learning in Junior Students
Mansooreh Amiridoomari -
Open Access Article
5 - The Effect of Teaching Physics by Technology âEnabled Active Learning (TEAL) Method onAcademic Achievement of High School Students
Mohammad Ahmadi Dehghotbadini Farhad Nazarifar Faramarz Malekian Ahmad Reza Akbari Amro Abadi. Fatemeh Zamanifard Behzad Shahbazi Firouzeh Sepehrian Fatemeh Nosrat Mahdi Abolghasemi NajafAbadi Maryam Narimani Saeed Rajaeepoor Narges Keshtiaray Mozafaredin Vaezi Zamaneh Rezaei Ali Reza Yoosefi Hadi Kamali Saghar SahebJamei Sayed Ebrahim Mirshah Jafari Mohsen Malekian Mohammad Javad Leyaghatdar Toraj Hosseini HafshajaniAbstract This research aimed at investigating the effect of teaching by the Technology Enabled Active Learning (TEAL) method on the academic achievement of high school students in physics by a quasi-experimental method. The research Population were the first grade f MoreAbstract This research aimed at investigating the effect of teaching by the Technology Enabled Active Learning (TEAL) method on the academic achievement of high school students in physics by a quasi-experimental method. The research Population were the first grade female students of Falavarjan high schools. The study was conducted by using two groups randomly-selected of high school students (each group with 28 students). The experiment group was taught by the TEAL method and the control group was taught by the traditional method. The academic achievement of the subjects were assessed by the teacher-made pre-test and post-test. The validity was confirmed by the experts and its reliability was established by cronbach's Alpha (α=0.86) coefficient (86%). The data was analyzed through inferential statistics (ANCOVA). The results showed that the academic achievement by the TEAL method have been higher than those using the traditional method of learning at the probability level of 0/001. Manuscript profile -
Open Access Article
6 - Reading Strategy Use in Iranian Young Learners’ Classrooms Through a Task-Based Syllabus
Mohammad Mohammadi Sima Khezrlou -
Open Access Article
7 - The effect of technical education and meta-cognitive strategies in a group method on the effectiveness of entrepreneurship education
Azam Harooni maryam taghvaeeyazdiThe purpose of this study was to analyze the correlation between the superficial and deep approaches of study with self-directed learning skills among teacher education students. The method of this research is correlation. The statistical population includes 430 student MoreThe purpose of this study was to analyze the correlation between the superficial and deep approaches of study with self-directed learning skills among teacher education students. The method of this research is correlation. The statistical population includes 430 students of Teacher Training in Tabriz in 2018. A sample of 272 people was estimated using the Kerjesi-Morgan table that were selected through simple random sampling method. The data gathering tool consists of two standard questionnaires: self-centered learning skills questionnaire–Tran (2009) and the study approach questionnaire–Biggs, Kember and Leung (2001). The second questionnaire was modified in 2011 in Turkey by Ilymas and Orhan. The statistical tests used in this research are Anova, T-test and independent groups, Pearson correlation coefficient. Data were analyzed using Spss 20 software. The results showed that there is a positive and significant relationship between the deep study approach and self-centered learning skills (r = 0.320). But there is a negative and significant relationship between the surface study approach to self-centered learning skills (r = -0.282). The results of t-test showed that self-centered learning skills and surface study approach have significant differences between men and women (p < 0.05). Anova results showed that there is no significant difference between the different groups of teacher education students about the measurement scales (p > 0.05). The in-depth study can lead to increased self-directed learning skills and educational authorities should take the necessary steps to promote this approach in teacher training centers. Manuscript profile -
Open Access Article
8 - Development of a causal model of academic satisfaction based on academic self-confidence and academic optimism mediated by metacognitive strategies and its effectiveness on academic Self-actualization of first year high school male students in Hamadan
Gholamreza Ebrahimzadeh Houshang Jadidi Yahya Yarahmadi Omid MoradiThe aim of this study was to investigate the development of a causal model of academic satisfaction based on academic self-confidence and academic optimism through the mediation of metacognitive strategies and its effectiveness on academic Self-actualization of male hig MoreThe aim of this study was to investigate the development of a causal model of academic satisfaction based on academic self-confidence and academic optimism through the mediation of metacognitive strategies and its effectiveness on academic Self-actualization of male high school students in Hamadan. This research was conducted in two stages. The research method was descriptive-correlational in the first stage. The second stage was a quasi-experimental research method with a pretest-posttest design with a control group. Using the available sampling method, in the first study, 338 people were selected as the statistical sample size based on Morgan table, and in the second study, 30 people (15 people in the experimental group and 15 people in the control group) were selected as the statistical sample size. ) were chosen. The experimental group received 10 sessions of 90 minutes and the control group did not receive training. Research tools in this study include the standard questionnaire of student satisfaction (Lent, 2017), the questionnaire of academic self-confidence (Azadi, 1394), the questionnaire of academic optimism (Schennemoran et al., 2018), the questionnaire of academic Self-actualization (Silson and Salasi, 2003) and The questionnaire was metacognitive strategies (Karami, 2015). In this study, structural equation modeling and analysis of covariance were used to analyze the data. It should be noted that these analyzes were performed with the help of SPSS and AMOS software version 23 at the error level of 0.05. Findings showed that academic self-confidence and academic optimism have a significant causal relationship with metacognitive strategies and academic satisfaction. It was also found that the causal relationship between metacognitive strategies and academic satisfaction is significant. Finally, the results confirmed the mediating role of metacognitive strategies in the relationship between these variables. The results also showed that the educational program based on academic satisfaction is effective on students' academic Self-actualization. Manuscript profile -
Open Access Article
9 - Effectiveness of cognitive and metacognitive strategies training on creativity, achievement motive and academic self-concept
Bakhtiyar Karami Azad Allah Karami Nezam HashemiBackground: Creativity, achievement motive and academic self-concept are the key variables in the educational system that is necessary for growth and development of knowledge, attitudes and skills of students. Purpose: The main purpose of this study was to determine the MoreBackground: Creativity, achievement motive and academic self-concept are the key variables in the educational system that is necessary for growth and development of knowledge, attitudes and skills of students. Purpose: The main purpose of this study was to determine the impact of cognitive and metacognitive strategies training on creativity, achievement motive and academic self-concept in third grade guidance school students. Method: The population involved all the grade three students of Ghods town studying educational year of 1390-1391, 60 students were selected as the sample of the study with multiple-stage cluster random sampling method. Then 30 of them were assigned randomly to experimental group and another 30 to control group). Abedi Tests of Creativity, Hermanoes achievement motive scale and Delavar academic self-concept scale were used for measuring the dependent variables. Result (s): The results of analysis of covariance showed that the Cognitive and metacognitive Strategies training can affected student creativity (f= 6/915, P<./.5) , achievement motive (f= 4/857 , P< ./.5) & academic self-concept(f= 4/398 , P< ./.5). Conclusion: The study emphasizes that cognitive and metacognitive Strategies Training can affect student creativity, achievement motive & academic self-concept. Manuscript profile -
Open Access Article
10 - The comparison effectiveness of metacognitive strategies and peer tutoring training on test anxiety and academic procrastination in students
leila shoaei Alireza Heydarie saeed Bakhtiarpour Parviz AsgariThe purpose of this study was to the comparison effectiveness of metacognitive strategies and peer tutoring training on test anxiety and academic procrastination in students. The statistical population of this study included all female student high school Behbahan City MoreThe purpose of this study was to the comparison effectiveness of metacognitive strategies and peer tutoring training on test anxiety and academic procrastination in students. The statistical population of this study included all female student high school Behbahan City in year academic 2018-2019, using a targeted sampling method, 60 of them were selected and randomly assigned to two experimental groups and one control group (each group of 20 Student). To collect data test anxiety questionnaire of Spielberger, Gonzalez, Taylor, Algaze & Anton (1978) and academic procrastination questionnaire of Savari (2011). This quasi-experimental study was conducted with a pretest-posttest design with control group. The experimental groups underwent metacognitive strategies (6 sessions 90 minutes) and peer tutoring training (6 sessions 75 minutes), but the control group received no training. Data were analysed using Covariance Analysis. The results showed that metacognitive strategies and peer tutoring training was effective to reduce test anxiety and academic procrastination in students (p < 0.01). Also, the results showed that metacognitive strategies had a greater effect than peer tutoring training on the improvement of test anxiety and academic procrastination (p < 0.01). Therefore, these tutorials can be used to reduce students anxiety and academic procrastination. Manuscript profile -
Open Access Article
11 - A Comparative Study of Metacognitive Strategies in One-way vs. Two-way Speaking Tasks among Iranian EFL Learners
Faranak Sodagari Adel Dastgoshadeh -
Open Access Article
12 - Enhancing EFL Learners’ Self Efficacy Beliefs through Raising Metacognitive Awareness
Saeed Safdari Shahryar Farzi -
Open Access Article
13 - Academic self-confidence, self-regulated learning,, metacognitive strategies students
Zohreah mASHHDI KBARThe aim of this research is to predict academic self-efficacy based on self-regulated learning and metacognitive strategies of secondary school students. This study is applied in terms of its goal, quantitative in nature, and based on correlation. The population in this MoreThe aim of this research is to predict academic self-efficacy based on self-regulated learning and metacognitive strategies of secondary school students. This study is applied in terms of its goal, quantitative in nature, and based on correlation. The population in this study includes a number of male and female secondary school students. According to Morgan's table, the sample size has been determined to be 308 individuals, selected from schools in Ray in Tehran through multi-stage random sampling. Twelve schools (6 girls' schools and 6 boys' schools) were randomly selected, and from each school, one class was randomly chosen, and a number of students were randomly selected from each class to participate in the questionnaire survey (among the 308 students, 150 were girls and 158 were boys). The conditions for participating in the study included an interest in participating in the study and having a minimum GPA of 14.The main tools for data collection were the Academic Self-Efficacy Questionnaire by Azadi (1394) with 21 items, the Self-Regulated Learning Questionnaire by Pintrich and Groot (1990) with 44 items, and the Metacognitive Strategies Questionnaire by Karami (1394) with 37 items, which have been validated in various studies. The reliability of the instruments was confirmed using Cronbach's alpha, and the reliability coefficient for the questionnaire was 0.89, and for the self-esteem (0.85) and personal efficacy (0.92) components, respectively.The obtained data were analyzed using regression analysis and SPSS software version 23. The results indicate a correlation of 42.2% and 46% respectively. Therefore, in order to enhance the level of students' self-efficacy, the use of self-regulated learning components and metacognitive strategies appears to be essential. Manuscript profile -
Open Access Article
14 - The Effectiveness of Teaching Cognitive and Metacognitive Strategies on Self-Efficacy and Academic Engagement of Female Students with Learned helplessness
Elnaz Ahadi gholamhossen Entesar Foumani Ghamar KianiThe aim of this study was to determine the effectiveness of teaching cognitive and metacognitive strategies on self-efficacy and academic engagement of female students with learned helplessness.This research was conducted in a quasi-experimental manner including a prete MoreThe aim of this study was to determine the effectiveness of teaching cognitive and metacognitive strategies on self-efficacy and academic engagement of female students with learned helplessness.This research was conducted in a quasi-experimental manner including a pretest-posttest design with a control group. The statistical population of the study included all 11th grade students of Maragheh schools in the academic year of 2019-2020 with a number of..number of 581 people. After the implementation of the Queens and Nelson (1988) learned helplessness questionnaire, 136 of them were diagnosed as learned helplessness. Purposeful method was used for sampling. Therefore, 40 eligible volunteers were randomly divided into 2 groups (20 in the experimental group and 20 in the control group) and entered the study. Subjects in both groups completed the academic self-efficacy questionnaires of Owen and Framan (1988) and the academic motivation of Scavofili et al. (2002) in the pre-test and post-test stages. The experimental group underwent educational intervention on cognitive and metacognitive strategies of Karami et al. (2014) for 8 sessions. Significance level was considered 0.05 for all tests. The results showed that teaching cognitive and metacognitive to the participants in the experimenta group, increased their scores……of academic self-efficacy (P<0.001) and academic motivation (P<0.001) in the post-test According to the research findings, it can be concluded that students with learned helplessness believe that events are uncontrollable. If they are exposed to the teaching of cognitive and metacognitive strategies, their self-efficacy and academic motivation will increase.. Manuscript profile -
Open Access Article
15 - بررسی تاثیر تدریس راهبردهای فراشناختی شنیداری در تکنیک سایه برروی درک شنیداری زبان آموزان وابسته به زمینه و مستقل از آن
پرستو علی زاده اقیانوس مونا خبیریهدف از پژوهش حاضر مقایسه تاثیر تدریس راهبردهای فراشناختی شنیداری از طریق تکنیک سایه بر درک شنیداری زبان آموزان وابسته و نابسته به زمینه بوده است. بدین منظور از بین 120 زبان آموز تعداد 85 زبان آموز زن با سطح زبان پیش متوسط و گروه سنی 18 تا 35 سال بر اساس نتایج به دست آمد Moreهدف از پژوهش حاضر مقایسه تاثیر تدریس راهبردهای فراشناختی شنیداری از طریق تکنیک سایه بر درک شنیداری زبان آموزان وابسته و نابسته به زمینه بوده است. بدین منظور از بین 120 زبان آموز تعداد 85 زبان آموز زن با سطح زبان پیش متوسط و گروه سنی 18 تا 35 سال بر اساس نتایج به دست آمده ازآزمون PET انتخاب شدند.این زبان آموزان در آزمون گروهی شکلهای نهفته GEFT شرکت کردند که بر اساس نمرات کسب شده در آزمون و بر اساس سبک یادگیری به دو گروه آزمایشی وابسته به زمینه FD و مستقل از زمینه FI طبقه بندی شدند (49 FD/ 36 FI). زبان آموزان با هر دو سبک یادگیری/FI FD در دو کلاس مجزا به مدت 5 هفته (دو بار در هفته) تحت آموزش قرار گرفتند. مهارت درک شنیداری از طریق تلفیق تکنیک سایه و راهبردهای فراشناختی به مدت 45 دقیقه در هر دو کلاس بصورت یکسان آموزش داده شد. نتایج آزمون متغیرهای غیروابسته t-test نشان داد که تفاوت معناداری در نمرات نهایی posttest بین دو گروه FD وFI وجود نداشته و در نتیجه تلفیق آموزش راهبردهای فراشناختی و تکنیک سایه می تواند برای همه زبان آموزان بدون توجه به سبک یادگیری ادراکی آنها (وابسته / نابسته به زمینه) مفید واقع شود. Manuscript profile -
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16 - بررسی مقایسه ای به کارگیری راهبردهای فراشناختی در مهارت صحبت کردن در شیوه یک سویه در مقابل شیوه دو سویه بر روی فرا گیران ایرانی زبان خارجه
فرانک سوداگری عادل دستگشادهاین مطالعه جهت بررسی کاربرد راهبردهای فراشناختی در مهارت صحبت کردن انجام گرفته و به طور خاص سعی در بررسی این موضوع دارد که در تمرینات یک سویه و دو سویه صحبت کردن چه راهبردهای فراشناختی به کار گرفته می شود. به همین منظور 60 دانش آموز سطح بزرگسال (زن) به طور تصادفی Moreاین مطالعه جهت بررسی کاربرد راهبردهای فراشناختی در مهارت صحبت کردن انجام گرفته و به طور خاص سعی در بررسی این موضوع دارد که در تمرینات یک سویه و دو سویه صحبت کردن چه راهبردهای فراشناختی به کار گرفته می شود. به همین منظور 60 دانش آموز سطح بزرگسال (زن) به طور تصادفی و از طریق آزمون یکسان سازی OPT انتخاب شدند و به دو گروه کنترل و آزمایش تقسیم شدند. برای بررسی به کارگیری راهبردهای فراشناختی از پرسشنامه فراشناختی (اکسفورد، 1990) استفاده شده است. گروه کنترل تمرینات یک سویه و دو سویه را به شیوه مرسوم انجام دادند و گروه آزمایش پس از دریافت راهبردهای فراشناختی به انجام تمرینات پرداختند. بعد از مرحله پس آزمون و مقایسه ANCOVA مشخص شد که مقدار میانگین مقایسه ای بین دو گروه تفاوت قابل توجهی داشته است. نتایج نشان می دهد که گروه آزمایش بهتر از گروه کنترل عمل کردند. از طریق آمار توصیفی و آزمون خی دو این نتیجه به دست آمده است که استفاده از راهبردهای فراشناختی در تمرینات یک سویه و دو سویه صحبت کردن متفاوت بوده و در هرکدام یک سری از این راهبردها به کار گرفته شده است. Manuscript profile -
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17 - بررسی تاثیر روش اصلاح خطاها توسط همکلاسان بر رشد مهارت نوشتاری
زهره سیفوریاین تحقیق تاثیرمتغیر مستقل "اصلاح خطاها توسط همکلاسان" را بر متغیر وابسته یعنی "رشد مهارت نوشتاری" مورد بررسی قرار داده است. بر اساس فرضیه تحقیق " استفاده از روش اصلاح خطاها توسط همکلاسان می تواند آگاهی دستوری و ساختاری زبان آموزان را بالا برده و موجب رشد مهارت نو Moreاین تحقیق تاثیرمتغیر مستقل "اصلاح خطاها توسط همکلاسان" را بر متغیر وابسته یعنی "رشد مهارت نوشتاری" مورد بررسی قرار داده است. بر اساس فرضیه تحقیق " استفاده از روش اصلاح خطاها توسط همکلاسان می تواند آگاهی دستوری و ساختاری زبان آموزان را بالا برده و موجب رشد مهارت نوشتاری گردد". چهل شرکت کننده در این تحقیق را دانشجویان سال دوم آموزش زبان انگلیسی دانشگاه آزاد اسلامی تبریز، در درس نگارش1، تشکیل می دادند. این نمونه از جمعیت آماری هشتاد نفری دانشجویان سال دومی انتخاب شده بودند که هر نیمسال این درس را انتخاب می کنند. گروهها به صورت تصادفی به عنوان گروههای تحقیق و شاهد انتخاب شدند. برای حصول اطمینان از همگن بودن اولیه گروهها، پیش آزمونی در زمینه دستور برگزار و نتایج آن مورد تحلیل آماری قرار گرفت. پس از تایید همگنی اولیه گروهها، گروه آزمایشی آموزش ویژه وگروه شاهد آموزش بی اثر را دریافت کردند. تحلیل آماری نتایج پس آزمون تفاوت معناداری بین گروههای آزمایشی و شاهد نشان نمی داد. به عبارت دیگر ویراستاری توسط همسالان بر رشد مهارت نوشتاری دانشجویان تاثیر گذار نبود. با توجه به نقش مهم دانش دستوری در نوشتار می توان عدم تاثیر این روش را ناشی ازضعف دانشجویان در حوزه دستوری دانست. تحقیقات بیشتر در مورد استفاده از روش خودویراستاری و ویراستاری توسط همسالان در دروس پایه دستور زبان 1 و 2 لازم است تا بتوان میزان تاثیر این روش را در محیطهای زبان خارجه مورد ارزیابی دقیق قرار داد. Manuscript profile -
Open Access Article
18 - بررسی تاثیر هیجان پذیری و گشودگی به تجربه براستراتژی های یادگیری لغت دانشجویان زبان انگلیسی در ایران
شبنم رنجبران اسکویی ابوالفضل رمضانیاین تحقیق رابطه بین استراتژی های یادگیری لغت و متغیرهای یادگیری فراگیران ایرانی رشته زبان انگلیسی را، با توجه خاص به تیپ شخصیتی آنان ، به منظور یافتن کاربردهای آموزشی آن، جهت تدریس زبان انگلیسی به عنوان زبان خارجی ، مورد بررسی قرار داد.هدف تحقیق حاضر، یافتن رابطه Moreاین تحقیق رابطه بین استراتژی های یادگیری لغت و متغیرهای یادگیری فراگیران ایرانی رشته زبان انگلیسی را، با توجه خاص به تیپ شخصیتی آنان ، به منظور یافتن کاربردهای آموزشی آن، جهت تدریس زبان انگلیسی به عنوان زبان خارجی ، مورد بررسی قرار داد.هدف تحقیق حاضر، یافتن رابطه بین استراتژی های یادگیری لغت و دو تیپ شخصیتی هیجان پذیری و گشودگی به تجربه میان دانشجویان ایرانی رشته زبان انگلیسی بود. به منظور بررسی این موضوع ، نمونه آماری از جمعیت دانشجویان زبان انگلیسی برداشته شد . نمونه انتخابی برای تحلیل ، شامل 120 نفر از دانشجویان رشته زبان انگلیسی دانشگاه آزاد اسلامی تبریز در گرایشهای مختلف بود . داده ها با استفاده از دو پرسشنامه جمع آوری گردید: پرسشنامه استراتژی های یادگیری لغت اشمیت و پرسشنامه ارزیابی شخصیت هگزاکو که در تحقیق حاضر فقط دو بعد شخصیتی این پرسشنامه مورد بررسی قرار گرفت. به منظور اندازه گیری رابطه بین متغیرهای یادگیری و استراتژی های یادگیری لغت ، ضریب همبستگی پیرسون مورد استفاده قرار گرفت. یافته ها ، تفاوت هایی را در استفاده از استراتژی ها نشان می دهد که نشانگر اینست که استراتژی های انتخاب شده به تیپ شخصیتی مرتبط است. این تحقیق نشان می دهد که رابطه مثبت بین هیجان پذیری و استراتژی های شناختی و فراشناختی وجود دارد ، همچنین بین گشودگی به تجربه و استراتژی های حافظه و همچنین استراتژی های اجتماعی رابطه مثبت وجود دارد. Manuscript profile -
Open Access Article
19 - تاثیر تمرین آنلاین استراتژی های فراشناختی بر یادگیری واژگان زبان آموزان زبان انگلیسی: رویکرد ترکیبی
شیوا صمدانی نسیم شنگرف فامدر این مطالعه به بررسی رویکرد جدیدی در توسعه دایره واژگان پرداخته شد. برای این منظور ، 50 زبان آموز مرد و زن در سنین 19-35 سال از 3 کلاس دانشگاهی رشته مترجمی زبان انگلیسی، متشکل از کلاسهای دست نخورده انتخاب شده اند. این زبان آموزان به طور تصادفی در دو گروه 25 نفری قرار Moreدر این مطالعه به بررسی رویکرد جدیدی در توسعه دایره واژگان پرداخته شد. برای این منظور ، 50 زبان آموز مرد و زن در سنین 19-35 سال از 3 کلاس دانشگاهی رشته مترجمی زبان انگلیسی، متشکل از کلاسهای دست نخورده انتخاب شده اند. این زبان آموزان به طور تصادفی در دو گروه 25 نفری قرار گرفتند. در گروه آزمایش ، به ارائه عکس / کاریکاتور در اینستاگرام مرتبط با واژگان جلسات آموزشی آن مبحث پرداختیم. زبان آموزان درمورد واژگان و معانی که به نوعی در تصویر می دیدند با استفاده از تمرین استراتژی های فراشناختی با کمک حمایت همکلاسی به بحث و تبادل نظر پرداختند. گروه کنترل، سیلابس درسی و تکالیف را طبق برنامه کلاس دنبال کردند. در پایان دوره آموزشی به منظور بررسی میزان پیشرفت یادگیری واژگان، آزمون واژگان چند گزینه ای برگزار شد. نتایج که از طریق آزمون T مستقل مورد تجزیه و تحلیل قرار گرفت ، نشان داد که روش ترکیبی می تواند به طور معناداری بر عملکرد گروه آزمایش در فراگیری واژگان تاثیر گذار باشد. نتایج حاصل از این مطالعه نه تنها برای معلمان ، محققان و طراحان برنامه درسی بلکه برای زبان آموزان زبان انگلیسی نیز کارامد است زیرا با معرفی مفهوم فراشناخت و حمایت همکلاسی ، چارچوب یکپارچه ای ارائه می شود که موید ارتقای فرایند آموزش-یادگیری به عنوان هدف غایی آموزش است. ماحصل این مطالعه موجب بهبود مسئولیت پذیری زبان آموزان، کلاس درس دانش آموز محور، و ارتقای سطح شناخت می گردد. Manuscript profile -
Open Access Article
20 - The Effectiveness of Cognitive – Metacognitive Strategies Training the Difference of Academic Resiliencys and Referential Thinking in Female Students
Mahdi Yousefvand Fazlollah Mirdereikvandi MohammadAli Sepahvandi AliAsghar FarokhzadianThe aim of this study was to determine the Effectiveness of Cognitive – metacognitive strategies training the difference of academic resiliency and referential thinking in high school female students in the second Khorramabad. This quasi-experimental study in whic MoreThe aim of this study was to determine the Effectiveness of Cognitive – metacognitive strategies training the difference of academic resiliency and referential thinking in high school female students in the second Khorramabad. This quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects among female high school students of Khorramabad were selected and randomly assigned to experimental groups (Cognitive – metacognitive strategies training) and control group were assigned. Intervention in the experimental group for 8 sessions of 2 hours of teaching cognitive strategies - were metacognitive. During this period, the control group received no intervention. To collect the data from the questionnaire referred thinking Aryng (2010) and resiliency academic Samuel (2003) in the pre-test and post-test for both test and control groups were used. Data were analyzed using analysis of covariance. Data analysis software program (SPSS.21) was performed. Covariance analysis showed significant differences between the two groups. Results showed that Cognitive – metacognitive strategies training in increasing the level of referential thinking and academic Resiliency is effective Manuscript profile -
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21 - Studying the Effectiveness of Metacognitive Strategies Training on Social Adjustment and Social Self-efficacy of Female High School Students in Naghadeh
Gholam Reza GolMohammad Nezhad Bahrami Elmira rahimiThe main purpose of this study was to investigate the impact of metacognitive strategies training on social adjustment and social self-efficacy of female high schools students in Naghadeh. The research method was semi-experimental .The statistical population of this stu MoreThe main purpose of this study was to investigate the impact of metacognitive strategies training on social adjustment and social self-efficacy of female high schools students in Naghadeh. The research method was semi-experimental .The statistical population of this study was all of female high school students in Naghadeh in the educational year of 1393-1394. Using an available sampling method, two classes with 60 students were selected as the study sample. The instruments used for the data collection were the Colony Adolescent Social Self-Efficacy questionnaire and California Adjustment assessment scale. The data were analyzed using one-way covariance analysis. The results showed that metacognitive strategies training increased the participants' social self-efficacy and social adjustment Manuscript profile -
Open Access Article
22 - A Comparison of Highly Successful, Moderately Successful, and Unsuccessful Test-Takers’ Performance on EFL Reading Comprehension Test Regarding Test Taking Strategies Use
Maryam Bahardoust Alireza AhmadiBecause of the crucial role of test taking strategies in the test taking process, this paper set out to investigate whether EFL test takers differ in using cognitive and metacognitive test taking strategies or not. In addition, the study aimed at finding how the test ta MoreBecause of the crucial role of test taking strategies in the test taking process, this paper set out to investigate whether EFL test takers differ in using cognitive and metacognitive test taking strategies or not. In addition, the study aimed at finding how the test takers might differ in their performance on different aspects of reading comprehension test. To this end, 130 female EFL learners who ranged in age from 19-21 were selected based on their availability to participate in the study. These university students were majoring in different fields of study including architecture, electronics, computer science, and hotel management. A reading comprehension test, a questionnaire, and a retrospective interview were the main instruments used to collect the data. The strategies of guessing, prior knowledge, translating, note taking, and underlining, as cognitive strategies and planning, self-management, and monitoring as metacognitive strategies were focused in this study,. Analysis of the data indicated that there was not a significant difference between highly, moderately, and unsuccessful test takers in their use of cognitive and metacognitive test taking strategies. However, based on the results of this study, there was a significant difference in the performance of highly, moderately, and unsuccessful learners on different reading comprehension items. The highly successful test takers appeared to perform more effectively than the moderately and unsuccessful test takers in responding to the reading comprehension items including main idea, factual information, vocabulary, and reference Manuscript profile -
Open Access Article
23 - The Effectiveness of Cognitive and Metacognitive Strategies (CMST) On Creative Self and Passion for Education in Secondary School Students
Mahdi Yousef Vand Zeynab AlaviThis study examined the effectiveness of cognitive and metacognitive strategies on creative self and passion academic secondary school was the second city of Ilam. Methods The study was a pretest-posttest control group. In order to measure creative and enthusiastic acad MoreThis study examined the effectiveness of cognitive and metacognitive strategies on creative self and passion academic secondary school was the second city of Ilam. Methods The study was a pretest-posttest control group. In order to measure creative and enthusiastic academic self-efficacy questionnaire creative Bygytv (2006) and academic enthusiasm Shuffle (2002) was used. To analyze the data, indices descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance, multivariate and univariate ANCOVA) was used. The results showed that cognitive and metacognitive strategies to increase self-efficacy training creative and enthusiastic school children in the experimental group compared to the control group. The observations also confirmed the effectiveness of cognitive and metacognitive strategies to increase efficacy study in creative and enthusiastic students Manuscript profile -
Open Access Article
24 - The Effect of Story Mapping on Writing Performance of Iranian EFL Learners
Omid Tabatabaei Nafise Radi -
Open Access Article
25 - Relationship between Personality Characteristics and Metacognitive Strategies with Computer Self-efficacy in Student-Teachers
Farideh Hamidi Mahin Shirzad AskiThis study aimed to determine the relationship between personality characteristics and metacognitive strategies of student-teachers with their computer self-efficacy in 2015. The study was descriptive and correlational. The statistical population, including 953 student- MoreThis study aimed to determine the relationship between personality characteristics and metacognitive strategies of student-teachers with their computer self-efficacy in 2015. The study was descriptive and correlational. The statistical population, including 953 student-teachers was discontinuous Bachelor's degree in Shahid Rajaee Teacher Training University. Among them, 280 were selected by Stratified random sampling according to their field of study, including the areas of social studies, Persian literature, mathematics, Arabic literature, educational affairs and English literature. Data collection instrument included Murphy computer self-efficacy, NEO Personality Characteristics Inventory and O'Neill-Abedi metacognitive questionnaire. Data were analyzed using descriptive statistics and inferential statistics, including multiple regression. Results of enter regression showed that neuroticism and agreeableness has negative relationship with self-efficacy and openness to experience has positive relationship with computer self-efficacy. Regression analysis results showed that the openness to experience has positive relationship with computer self-efficacy. Also, cognitive strategy has a positive relationship with computer self-efficacy. Manuscript profile -
Open Access Article
26 - Relationship between Conceptions of Learning and Learning Strategies in Virtual and Real Space Learners
Fatemeh Abbasi Hosein Pourshahriar Jalil FathabadiThe purpose of the present research was to investigate the relationship between conceptions of learning with cognitive and metacognitive strategies, and identifying the relative contribution of each of them in predicting learning strategies approaches by virtual space a MoreThe purpose of the present research was to investigate the relationship between conceptions of learning with cognitive and metacognitive strategies, and identifying the relative contribution of each of them in predicting learning strategies approaches by virtual space and real space learners and these two groups were compared. Correlational research method was used in this study. The statistical population of this research included staff of professional and technical centers to be fitted that taught ICDL skill. The size of this population was approximately 18000 people due to the high volume that fitted the community of available sampling methods were used. In order to find this, based on Krejcie and Morgan table, 376 employees of the professional and technical centers who had been earlier taught ICDL skill and had the bachelor and Master degree were chosen as sample. The data collection tools were the Karami learning strategies and Conceptions of Learning, after confirming the validity and reliability were used. Data were analyzed using multiple regression test, two independent samples t test and Correlation coefficient. Results indicated that there was significant difference between cognitive and metacognitive, and conceptions of learning by virtual space and real space learners. Results indicated that learning as a duty, remembering and personal change was the meaningful predicting factors of cognitive and metacognitive approaches by virtual space and real space learners. As well as those who were trained in the virtual environment, the amount of cognitive and metacognitive strategies of more use. Manuscript profile -
Open Access Article
27 - تاثیر آموزش راهبردهای فراشناختی بر دقت نوشتاری زبان آموزان ایرانی در کلاس های فعال در مقابل کلاسهای واکنش
Fatemeh Jafari Nasser Ghafoori Shima Ahmadi-Azadپژوهش حاضر با هدف بررسی تأثیر آموزش راهبردهای فراشناختی شامل برنامه ریزی، نظارت و خودارزیابی، در زمینه های کلاس درس فعال و واکنشی، بر دقت نوشتاری زبان آموزان ایرانی زبان انگلیسی انجام شد. این پژوهش با استفاده از یک طرح نیمه تجربی کمی، شامل 168 شرکتکننده بود که از مجموع Moreپژوهش حاضر با هدف بررسی تأثیر آموزش راهبردهای فراشناختی شامل برنامه ریزی، نظارت و خودارزیابی، در زمینه های کلاس درس فعال و واکنشی، بر دقت نوشتاری زبان آموزان ایرانی زبان انگلیسی انجام شد. این پژوهش با استفاده از یک طرح نیمه تجربی کمی، شامل 168 شرکتکننده بود که از مجموع 206 نفر از دانشجویان مقطع کارشناسی رشته علوم و مهندسی دانشگاه آزاد واحد تبریز که دوره عمومی زبان انگلیسی را در بهار 1390 گذرانده بودند، انتخاب شدند. با نمونه گیری هدفمند، نمونه همگن به دو گروه آزمایشی و دو گروه کنترل تقسیم شد که با متغیرهای مستقل پژوهش: آموزش راهبردهای فراشناختی و محیط کلاس درس همراستا شدند. گروههای آزمایشی تحت آموزش راهبردهای فراشناختی قرار گرفتند، به طوری که یک گروه قبل از شروع کار نوشتن در معرض آموزش فعالانه قرار گرفتند و گروه دیگر در هنگام مواجهه با مشکلات نوشتاری، آموزش واکنشی دریافت کردند. نمونههای نوشتاری قبل و بعد از درمان جمعآوری و از نظر صحت مورد ارزیابی قرار گرفتند و ANOVA بر روی نمرات پیشآزمون انجام شد و مقایسه اولیه را در بین چهار گروه ایجاد کرد. سپس برای ارزیابی نمرات پس آزمون از تحلیل واریانس دو طرفه استفاده شد. قابل ذکر است، آموزش راهبردهای فراشناختی تنها در شرایط کلاس درس واکنشی تأثیر آماری معنیداری بر دقت نوشتار نشان میدهد. در مقابل، محیط کلاس تأثیر مستقیم ناچیزی بر دقت نوشتار داشت، اگرچه اثر متقابل قابل توجهی بین دو متغیر مستقل ظاهر شد. این مطالعه پیامدهای قابل توجهی برای مدرسان زبان انگلیسی، زبان آموزان، و توسعه دهندگان برنامه درسی دارد و اهمیت ترکیب آموزش استراتژی فراشناختی برای افزایش دقت نوشتن در زمینه های آموزشی خاص را برجسته می کند. Manuscript profile -
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28 - آموزش ضمنی و صریح راهبردهای خواندن و کاربرد راهبردهای فراشناختی توسط دانشجویان ایرانی زبان انگلیسی
Marjan Mehrpour Mostafa Zamanian Firooz Sadighi Ehsan Hadipourfardاین تحقیق کمی، آموزش ضمنی و صریح راهبردهای خواندن و ارتباط آن را از طریق کاربرد راهبردهای فراشناختی توسط دانشجویان ایرانی زبان انگلیسی بررسی می کند. بدین منظور 100 دانشجوی سال اول دانشگاهی 20 تا 35 ساله ایرانی شاغل به تحصیل در دانشگاه آزاد اسلامی واحد مرودشت به روش نمون Moreاین تحقیق کمی، آموزش ضمنی و صریح راهبردهای خواندن و ارتباط آن را از طریق کاربرد راهبردهای فراشناختی توسط دانشجویان ایرانی زبان انگلیسی بررسی می کند. بدین منظور 100 دانشجوی سال اول دانشگاهی 20 تا 35 ساله ایرانی شاغل به تحصیل در دانشگاه آزاد اسلامی واحد مرودشت به روش نمونه گیری در دسترس از میان 117 دانشجو به عنوان شرکت کننده انتخاب شدند. سپس از آزمون کلیدی انگلیسی (KET) برای بررسی همگنی آنها استفاده شد. پرسشنامه استراتژی برای یادگیری زبان (SILL) نیز به عنوان پیش آزمون و پس آزمون برای مشخص کردن نوع و توالی وقوع استراتژی های یادگیری که توسط شرکت کنندگان قبل و بعد از درمان اعمال می شود، استفاده شد. به این ترتیب شرکت کنندگان در دو گروه آزمایشی قرار گرفتند و به ترتیب راهبردهای خواندن را به صورت ضمنی و صریح دریافت کردند. نتایج بهدستآمده از تجزیه و تحلیل دادههای آماری نشان داد که راهبردهای عاطفی، راهبردهای بسیار پرکاربرد، در حالی که راهبردهای حافظه کمترین کاربرد را در گروه صریح داشتند. همچنین مشخص شد که در گروه ضمنی، راهبردهای شناختی بیشترین کاربرد را داشتند، در حالی که راهبردهای اجتماعی کمترین کاربرد را داشتند. این نتایج پیامدهای آموزشی برای معلمان زبان انگلیسی برای استفاده از رویکردهای مناسب در آموزش راهبردهای خواندن دارد، که در نهایت به دانشآموزان کمک میکند تا آگاهی و شایستگی بیشتری در درک مطلب ایجاد کنند. Manuscript profile -
Open Access Article
29 - تحلیل تاثیر استفاده از استراتژیهای فراشناختی بر مهارت نوشتن فراگیران زبان انگلیسی ایرانی
محمدشریف حسینیمقاله حاضر تلاشی بود برای بررسی تاثیر استفاده از استرتژیهای فراشناختی بر روی عملکرد نوشتن فراگیران انگلیسی در یک موسسه زبان در شهر گچساران، ایران. همچنین دیدگاه دانش آموزان درباره استفاده از این استراتژیها در کلاسهای زبان انگلیسی و تاثیر آن بر نوشتن زبان آموزان مورد برر Moreمقاله حاضر تلاشی بود برای بررسی تاثیر استفاده از استرتژیهای فراشناختی بر روی عملکرد نوشتن فراگیران انگلیسی در یک موسسه زبان در شهر گچساران، ایران. همچنین دیدگاه دانش آموزان درباره استفاده از این استراتژیها در کلاسهای زبان انگلیسی و تاثیر آن بر نوشتن زبان آموزان مورد بررسی قرار گرفت. به همین منظور 40 فراگیر زبان انگلیسی سطح متوسط مورد استفاده قرار گرفتند. گروه آزمایشی 20 دانش آموز بودند که از روش فراشناختی استفاده میکردند و گروه کنترل 20 دانش آموز بودند که از روش سنتی استفاده میکردند. در ابتدای ترم همه شرکت کنندگان در امتحان قبل از دوره شرکت کردند. سپس استراتژیهای ذکر شده اجرا شدند. بعد از آزمایش و بررسی هر دو گروه در امتحان بعد از دوره شرکت کردند. همچنین پرسشنامه فراشناختی بین دانش آموزان گروه تجربی توزیع شد تا نظرشان را نسبت به استراتژیهای گفته شده بیان کنند. نتایج از لحاظ توصیفی و استنباطی تحلیل شد. نتایج نشان داد که استفاده از استراتژیهای فراشناختی تاثیر معناداری بر عملکرد مهارت نوشتن زبان آموزان داشت. به علاوه فراگیران زبان انگلیسی ایرانی نظرات مثبتی به تاثیر استراتژیهای ذکر شده از لحاظ برنامه ریزی و کنترل و ارزیابی بر عملکرد خودشان داشتند و در میان همه اینها کنترل کردن بیشتر در میان دانش آموران مورد استفاده قرار گرفت. Manuscript profile -
Open Access Article
30 - محمدشریف حسینی: دکتری آموزش زبان انگلیسی، بخش آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد گچساران
محمدشریف حسینیمقاله حاضر تلاشی بود برای بررسی تاثیر استفاده از استرتژیهای فراشناختی بر روی عملکرد نوشتن فراگیران انگلیسی در یک موسسه زبان در شهر گچساران، ایران. همچنین دیدگاه دانش آموزان درباره استفاده از این استراتژیها در کلاسهای زبان انگلیسی و تاثیر آن بر نوشتن زبان آموزان مورد برر Moreمقاله حاضر تلاشی بود برای بررسی تاثیر استفاده از استرتژیهای فراشناختی بر روی عملکرد نوشتن فراگیران انگلیسی در یک موسسه زبان در شهر گچساران، ایران. همچنین دیدگاه دانش آموزان درباره استفاده از این استراتژیها در کلاسهای زبان انگلیسی و تاثیر آن بر نوشتن زبان آموزان مورد بررسی قرار گرفت. به همین منظور 40 فراگیر زبان انگلیسی سطح متوسط مورد استفاده قرار گرفتند. گروه آزمایشی 20 دانش آموز بودند که از روش فراشناختی استفاده میکردند و گروه کنترل 20 دانش آموز بودند که از روش سنتی استفاده میکردند. در ابتدای ترم همه شرکت کنندگان در امتحان قبل از دوره شرکت کردند. سپس استراتژیهای ذکر شده اجرا شدند. بعد از آزمایش و بررسی هر دو گروه در امتحان بعد از دوره شرکت کردند. همچنین پرسشنامه فراشناختی بین دانش آموزان گروه تجربی توزیع شد تا نظرشان را نسبت به استراتژیهای گفته شده بیان کنند. نتایج از لحاظ توصیفی و استنباطی تحلیل شد. نتایج نشان داد که استفاده از استراتژیهای فراشناختی تاثیر معناداری بر عملکرد مهارت نوشتن زبان آموزان داشت. به علاوه فراگیران زبان انگلیسی ایرانی نظرات مثبتی به تاثیر استراتژیهای ذکر شده از لحاظ برنامه ریزی و کنترل و ارزیابی بر عملکرد خودشان داشتند و در میان همه اینها کنترل کردن بیشتر در میان دانش آموران مورد استفاده قرار گرفت. Manuscript profile -
Open Access Article
31 - Investigating the Mediating role of Academic Procrastination in the Relationship between Metacognitive Strategies and Test Anxiety
Anahita abdolah zadegan ALI Khanekeshi The present study was conducted with the aim of investigating the mediating role of academic procrastination in the relationship between metacognitive strategies and test anxiety. The method was descriptive-correlational. The statistical population of the research More The present study was conducted with the aim of investigating the mediating role of academic procrastination in the relationship between metacognitive strategies and test anxiety. The method was descriptive-correlational. The statistical population of the research consisted of 1142 secondary school female students in Chaboksar, out of which 209 were selected via random cluster sampling to form the sample size. T collect the data, Friedman’s (1997) test anxiety questionnaire with a reliability coefficient of 0.84, academic procrastination (2011) with reliability coefficient of 0.81 and Wells and Hutton's metacognitive strategies (1994) with reliability coefficient of 0.86 were used. The validity of the instruments was verified by academic experts and their reliability was also tested through estimating Cronbach’s alpha. In order to analyze the data, structural equation modeling was used with the statistical software Smart PLS and SPSS 22. Quantitative findings showed that metacognitive strategies have reverse effect on students' academic procrastination. Students' academic procrastination has a direct effect on their test anxiety. Metacognitive strategies have a direct effect on students' test anxiety. Metacognitive strategies have an indirect effect on students' exam anxiety with the mediating role of academic procrastination. The results of the research also showed that the components of cognitive self-awareness, positive beliefs, cognitive dissonance, mastery, and inhibition of thoughts respectively have the greatest effect on academic procrastination and anxiety Manuscript profile -
Open Access Article
32 - Review the effectiveness of cognitive and metacognitive strategies and SQ4R Methods in reducing test anxiety, increase self-efficacy and academic achievement in high school students
Narges Shahri Shahram Vaziri Farah LotfiAbstract Anxiety as part of every human life one of these areas is tested and evaluated. In reviewing the various common types of anxiety that affects 10 to 30 percent of student. The present studyReview the effectiveness of cognitive and metacognitive strategies and SQ MoreAbstract Anxiety as part of every human life one of these areas is tested and evaluated. In reviewing the various common types of anxiety that affects 10 to 30 percent of student. The present studyReview the effectiveness of cognitive and metacognitive strategies and SQ4R Methods in reducing test anxiety, increase self-efficacy and academic achievement in high school students Rodhen city in Iran. The sample consisted of the population of 48 student's randomly selected sampling method and the way randomly in four groups of three experimental groups and one control group were. To measure research variables from two tools was used: test Anxiety Inventory STAI-Y and self-efficacy Schwartz Scale. For analyzing the data, multivariate analyses of variance (MANOVA) were usedthe results showed that Cognitive strategies, approaches the end of the story, and their combination had a significant effect on students' test anxiety. Self-efficacy scores before and after training, cognitive strategies, approaches the end of the story, and their combination, showed that subjects in the experimental and control groups, there are significant differences. Cognitive strategies, approaches the end of the story, and their combination had a significant effect on students' self-efficacy. According to the findings, it seems that the SQ4R method employed in academic achievement and reduces anxiety has been effective. Average adjusted after the conclusion of the experimental group showed that the greatest impact in reducing anxiety and the combination has created the most progress in academic scores. Manuscript profile -
Open Access Article
33 - The comparative role of paper-based and computer-delivered IELTS in the cognitive and meta-cognitive strategies use of Iranian IELTS candidates in the academic module reading
Nahid Majidi Elham Kavandi Mohammadreza khodadoustThe present study examined the comparability of Paper-Based (PB) and Computer-Delivered (CD) IELTS in the academic module reading section, focusing on Iranian IELTS candidates' cognitive and metacognitive strategies. The study intended to determine if the delivery mode MoreThe present study examined the comparability of Paper-Based (PB) and Computer-Delivered (CD) IELTS in the academic module reading section, focusing on Iranian IELTS candidates' cognitive and metacognitive strategies. The study intended to determine if the delivery mode had any impact on the use of these strategies. To this aim, 200 upper-intermediate learners were randomly selected and divided into two groups to participate in the study under the two aforementioned test conditions. They completed a test-taking strategy survey under both test conditions. Moreover, five participants from each test condition group took part in think-aloud protocols. The quantitative data were analyzed by means of Independent-sample t-test and Multivariate Analysis of Variance (MANOVA) to test the research hypotheses. Content analysis of the think-aloud protocols was also conducted to identify the strategies employed by the IELTS candidates in both PB and CD formats. The results revealed that the PB group had a significantly higher mean than the CD group on the cognitive and metacognitive processes used in academic IELTS. However, the think-aloud protocols indicated that, in many cases, these differences were minimal, with cognitive and metacognitive processes being similarly employed across both formats. Moreover, significant differences were observed between the PB and CD groups in their reading test-taking strategies. The implications of these findings for test preparation and design are discussed. Manuscript profile -
Open Access Article
34 - Undergraduate ESP Students’ Reading Comprehension and Metacognitive Awareness across Discipline and Gender
Zohreh SeifooriThe aim of this ex-post-facto study was to investigate Iranian undergraduate ESP students’ reading comprehension (RC) and use of metacognitive strategies (MCSs) across discipline and gender. The participants included eight groups of junior university students who were t MoreThe aim of this ex-post-facto study was to investigate Iranian undergraduate ESP students’ reading comprehension (RC) and use of metacognitive strategies (MCSs) across discipline and gender. The participants included eight groups of junior university students who were taking the three-credit ESP course. Two groups were selected from each discipline each including 30 participants. To collect the research data about the participants’ RC, the RC section of the Preliminary English Test (PET) was employed, and their use of MCSs was measured by administering the metacognitive section of the Strategy Inventory for Language learning. The analyses of the data through two-way ANOVA revealed that the participants did poorly on the RC test regardless of gender and discipline Their use of MCSs, however, was significantly impacted only by discipline with computer and mechanical engineering students reporting more frequent use of MCSs. The findings underscore the weaknesses of ESP undergraduates’ in RC and use of MCSs as well as their need for some metacognitive awareness-raising. The implications will be discussed. Manuscript profile
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