چکیده

As the idea of metacognition entered the field of education, educational studies started to ask more particularly about associations between metacognitive practices and student accomplishment. Research in this area offered ascend to the idea of situated metacognition wherein particular metacognitive strategies are inserted into already established curriculum keeping in mind the end goal to profit student accomplishment without radically modifying the stream of instruction (Georghiades, 2004). The purpose of current study was to examine the role of applying metacognitive strategies in general English language classroom. In order to do so, 113 EFL students, who were engineering junior students at Shahid Beheshti University, took part in the study and 90 intermediate learners were selected as the sample based on OPT test result. Both male and female learners were included. After sample selection, the learners were placed in experimental and control groups. They took a pretest including reading comprehension, grammar, and vocabulary items. The, the treatment sessions were started from the second session. In experimental group, a set of metacognitive strategies proposed by Ellis (2001) were practiced during and at the end of the class while there was no special treatment in the control group. After treatment sessions, learners took a posttest to see if their English scores were improved or not. Furthermore, a retention test was given to learners in order to assess their retention of the material. In order to analyze the data, paired and independent samples t tests were run. The results indicated that applying metacognitive strategies in the classroom and letting learners think about their learning was effective (t (44) = -8.7, p < .05). Experimental group outperformed control group considering the their achievement in the post test (t (88) = 3.25, P < .05). Moreover, it was found that learners in the experimental group had higher scores in retention test, too (t (88) = 4.58, P < .05). The results of this study may have implications for EFL learners, teachers, material developers, and educational authorities.

کليدواژه ها

EFL learners, metacognition, metacognitive strategies, general English

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Roya Vafaeimehr , 1398 , Examining the impact of using metacognitive strategies in language classroom , اولين کنفرانس بين المللي مطالعات زبان انگليسي