Creativity, Learning Style, and Metacognition as Predictors of Iranian Intermediate/Advanced EFL Learners’ Writing Complexity
محورهای موضوعی : Journal of Studies in Learning and Teaching English
Fatemeh Golshahian
1
,
Elahe Sadeghi
2
,
Mehdi Vaez Dalili
3
1 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
کلید واژه: Creativity, Iranian EFL Learners, Learning Style, Metacognition, Writing Complexity ,
چکیده مقاله :
This mixed-method research study attempted to illuminate the best predictors of writing complexity among creativity, learning style, and metacognition. Data were collected from 120 Iranian intermediate and advanced EFL learners. The Oxford Quick Placement Test was applied to check the participants’ proficiency levels. In addition, a creativity questionnaire was applied to check their creativity levels. Moreover, a learning style questionnaire was used to check their learning style. Further, the Metacognitive Awareness Inventory was applied. In addition, participants were asked to write at least two paragraphs to ensure the suitability of the participants’ levels based on the complexity framework. Further, a semi-structured interview was applied in this study. The results of the multiple regression analysis revealed that only creativity is the predictor of writing complexity among intermediate EFL learners. However, none of these variables were the predictor of writing complexity among advanced learners. The first implication of the study is that learners can be aware of their metacognitive strategies and learning styles. On the other hand, teachers can apply various interesting materials to attract learners’ attention and facilitate learning. In addition, teachers can provide a setting where learners can apply creativity in their learning. Moreover, material developers and syllabus designers can develop creative materials to attract learners’ attention and interest. Further, the findings can enrich the literature concerning the predictors of writing complexity among creativity, learning style, and metacognition.
This mixed-method research study attempted to illuminate the best predictors of writing complexity among creativity, learning style, and metacognition. Data were collected from 120 Iranian intermediate and advanced EFL learners. The Oxford Quick Placement Test was applied to check the participants’ proficiency levels. In addition, a creativity questionnaire was applied to check their creativity levels. Moreover, a learning style questionnaire was used to check their learning style. Further, the Metacognitive Awareness Inventory was applied. In addition, participants were asked to write at least two paragraphs to ensure the suitability of the participants’ levels based on the complexity framework. Further, a semi-structured interview was applied in this study. The results of the multiple regression analysis revealed that only creativity is the predictor of writing complexity among intermediate EFL learners. However, none of these variables were the predictor of writing complexity among advanced learners. The first implication of the study is that learners can be aware of their metacognitive strategies and learning styles. On the other hand, teachers can apply various interesting materials to attract learners’ attention and facilitate learning. In addition, teachers can provide a setting where learners can apply creativity in their learning. Moreover, material developers and syllabus designers can develop creative materials to attract learners’ attention and interest. Further, the findings can enrich the literature concerning the predictors of writing complexity among creativity, learning style, and metacognition.
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