| The Effects of Using Metacognitive Strategies Instruction on Enhancing Iranian EFL Students' Listening Comprehension |
| کد مقاله : 1155-CNF-FULL |
| نویسندگان |
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گودرز شکیبایی *1، طیبه اسکندری2، فاطمه شهامت3 1گروه زبان انگلیسی-دانشکده ادبیات و زبان های خارجی- دانشگاه آزاد اهواز- اهواز- ایران 2دانشگاه آزاد اسلامی واحد اهواز 3گروه زبان انگلیسی- دانشگاه آزاد واحد مرودشت |
| چکیده مقاله |
| Abstract: This study examined the effects of using metacognitive strategies instruction on enhancing Iranian EFL students' listening comprehension. Anderson (2002) considered metacognitive strategies as the most important strategies to develop learners' skills and it was proposed by O'Malley and Chamot (1990) that learners without them have no ability to monitor and regulate their development, performance, and future learning. To carry out the present study, the Oxford Quick Placement Test (OQPT) was given to 67 Iranian EFL learners and 50 of them were selected for the participants of the study. Then, the participants were divided into two equal groups; one experimental group (n=25) and one control group (n=25). After that, both groups were pretested by a listening comprehension test. After pretesting, the experimental group received the treatment through metacognitive strategies instruction while the control group received the listening instruction traditionally. After the treatment that lasted 10 sessions, the two groups took the post-test of listening comprehension. The results of paired samples t-test and independent samples t-test indicated that the experimental group outperformed the control group on the post-test. The results indicated that using metacognitive strategies instruction had positive effects on improving Iranian EFL students' listening comprehension. Finally, the implications of the research findings were explained. |
| کلیدواژه ها |
| Keywords: Listening comprehension, Metacognition, Metacognitive strategies instruction |
| وضعیت: پذیرفته شده |