Using Metacognitive Strategies in Writing Classes
محورهای موضوعی : نشریه زبان و ترجمه
1 - محمدشریف حسینی بخش آموزش زبان انگلیسی دانشگاه آزاد اسلامی واحد گچساران
کلید واژه: Monitoring, Evaluation, Planning, writing skill, Metacognitive strategies,
چکیده مقاله :
The present paper was an endeavor to explore the impact of using metacognitive strategies on EFL learners' writing performance. Also, the learners’ views on the use of these strategies in their classes were assessed. To this end, 40 intermediate learners participated in this study. The experimental group included 20 students who underwent metacognitive writing strategies instruction while the control group included 20 students who followed the routine teaching of the writing skill of the language school. All participants sat for the same writing pretest at the outset and the same posttest once the treatment was over. Moreover, a metacognitive writing questionnaire was used to explore the learners’ views toward employing the mentioned strategies. The results indicated that the employment of metacognitive strategy significantly affected the learners’ writing performance. Furthermore, the learners held positive views on the effectiveness of the mentioned strategies regarding planning, monitoring, and evaluating their writing performance, and, among all, monitoring was used mainly by the participants.
مقاله 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.
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