Adopting Mediated Learning Experience through Mediational Behaviors to Improve EFL Learners’ Grammar and Metacognitive Strategy Use
محورهای موضوعی : نشریه زبان و ترجمهEffat Hadidi Zavareh 1 , Abdollah Baradaran 2 , Bahram Mowlaie 3
1 - Department of English, South Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
3 - English Department, South Tehran Branch Islamic Azad University, Tehran,Iran
کلید واژه: Mediated Learning Experience, Mediational behaviors, Metacognitive strategy use,
چکیده مقاله :
Mediated 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.
Mediated 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.
