A Study of the Utility of Meta-Cognitive Strategy Instruction for Ameliorating ESP Learners’ Autonomy
الموضوعات :
Fatemeh Jafari
1
,
Nasser Ghafoori
2
,
Shima Ahmadiazad
3
1 - Department of English Language, Tabriz Branch, Islamic Azad University, Sarab, Iran
2 - Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 - Department of English Language, Sarab Branch, Islamic Azad University, Sarab, Iran
الکلمات المفتاحية: Language Learning Strategies, ESP, learner autonomy, Meta-Cognitive Strategies,
ملخص المقالة :
The present study made an effort to determine the impacts of proactive and retroactive meta-cognitive strategy instruction on Iranian ESP learners’ autonomy. Furthermore, it strived to examine the degree to which the interaction between this instruction and proactive/retroactive instruction conditions influenced these learners’ autonomy in their courses. To this end, first, the researchers selected 168 intermediate-level ESP learners from among the ESP learners of Islamic Azad University (Tabriz Branch) as the participants. Second, they non-randomly assigned the participants to four groups including the proactive experimental group, retroactive experimental group, proactive control group, and retroactive control group. Third, the researchers administered the autonomy pretest to all of the groups. Fourth, they used the Adobe Connect Learning Management System to provide the proactive experimental group, and the retroactive experimental group with their relevant treatments in ten sessions. Nonetheless, they used traditional language instruction techniques to provide the control groups with their instruction. Fifth, the researchers administered the autonomy posttest of the study to the participants after the end of the treatment sessions. Finally, they used SPSS 24 to analyze the data. The results showed that meta-cognitive strategy instruction ameliorated the participants’ autonomy. Moreover, the retroactive instruction condition was more efficacious than the proactive condition. In addition, the interaction between meta-cognitive strategy instruction and retroactive condition had a significant positive effect on the learners’ autonomy development. The results may provide ESP teacher educators, syllabus designers, and instructors with guiding principles regarding meta-cognitive strategy instruction.
Alavidoost, M. A., & Bozorgian, H. (2021). Using fuzzy logic in assessing metacognitive intervention in relation to Less-/more-skilled L2 listeners. Journal of Foreign Language Research, 11(1), 139-152.
Baker, L. & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil & P. Mosenthal (Eds.), Handbook of reading research, (pp. 353-394). New York: Longman.
Benson, P. (2001). Learner autonomy in the classroom. In D. Nunan (Ed.), Practical English language teaching (pp. 289-308). New York: McGraw Hill.
Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40(1), 21-40.
Benson, P. (2007a). Teachers’ and learners’ perspectives on autonomy. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.
Benson, P. (2007b). Learner autonomy: Teacher and learner perspectives. Dublin: Authentik.
Benson, P. (2009). Making sense of autonomy in language learning. In R. Pemberton, S. Toogood, & A. Barfield (Eds.), Maintaining control: Autonomy and language learning (pp. 13-26). Hong Kong: Hong Kong University Press.
Bonds, C. W., Bonds L. G. & Peach W. (1992). Metacognition: Developing independence in learning. Clearing House, 66, 56-59.
Bozorgian, H. (2015). Less-skilled learners benefit more from metacognitive instruction to develop listening comprehension. Journal of Foreign Language Research, 4(1), 3-12.
Bozorgian, H., & Alamdari, E. F. (2018). Multimedia listening comprehension: Metacognitive instruction or metacognitive instruction through dialogic interaction. ReCALL, 30(1), 131-152.
Bozorgian, H., & Muhammadpour, M. (2020). Metacognitive Intervention: High WMC learners’ listening performance and metacognitive awareness. Foreign Language Research Journal, 9(4), 1055-1084.
Cárcamo, M., Cartes, R., Velásquez, N., & Larenas, C. (2016). The impact of multimodal instruction on the acquisition of vocabulary. Trabalhos em Linguística Aplicada, 2, 135-152.
Coşgun Ögeyik, M. (2011). Form-focused discovery activities in English classes. The Reading Matrix, 1, 122-140.
Dworkin, G. (1988). The theory and practice of autonomy. Cambridge: Cambridge University Press.
Esmaeili, Z., Taki, S. & Rahimian, Y. (2017). EFL learners’ metacognitive strategy use in academic listening tasks. Journal of Applied Linguistics and Language Research, 4 (3), 254-268.
Farias, M. A., Obilinovic, K., and Orrego, R. (2011). Engaging multimodal learning and second/foreign language education dialogue. Multimodality and Learning, 2, 133-151.
Fasih, P., Izadpanah, S., & Shahnavaz, A. (2018). The effects of mnemonic vocabulary instruction on content vocabulary learning of students. Journal of Language and Education, 4(1), 42-62
Fathi, J., & Hamidizadeh, R. (2019). The contribution of listening strategy instruction to improving second language listening comprehension: A case of Iranian EFL learners. International Journal of Instruction, 12(2), 17-32.
Ghalimberti, V., & Miralpeix, I. (2018). Multimodal Input for Italian beginner learners of English. La didattica delle lingue nel nuovo millennio, 1, 615-626.
Ghelichi, M. (2017). Contextualizing grammar instruction through meaning-centered planned pre-emptive treatment and enhanced input in an EFL context. The Journal of English Language Pedagogy and Practice, 40(1), 72-91.
Ghaniabadi, S., Hashemnejad, E., & Amirian, M. (2015). The effect of proactive versus reactive focus on form on Iranian EFL learners' grammatical accuracy. International Journal of Education and Research, 52(2), 227-236.
Goudarzi, E., Ghonsooly, B., & Pishghadam, R. (2014). An exploration of the interrelationships among EFL learners' English self-efficacy, metacognitive awareness, and their test performance. Pragmatics & Cognition, 22, 25–339.
Holec, H. (1980). Autonomy and foreign language learning. Nancy: Centre de Recherchéet et d'Applications Pedagogiques en Langsues, Council of Europe.
Hu, P., & Zhang, J. (2017). A pathway to learner autonomy: A self-determination theory perspective. Journal of Asia Pacific Education Review, 18(1), 147-157.
Kamiya, N. (2018). Proactive versus reactive focus on form. New Jersey: John Wiley & Sons.
Keyvanfar, A., & Bakshiri, N. (2011). Time matters: Proactive vs. reactive FoF. Journal on English Language Teaching, 22,145-166.
Hall, K., Bowman H. & Myers J. (1999). Metacognition and reading awareness among samples of nine-year-olds in two cities. Educational Research, 1, 99-107.
Iobidze, M. (2019). Effective metacognitive strategies to boost English as a foreign language reading comprehension. Journal of Education in Black Sea Region, 4, (2), 41-57.
Khoshsima, H., & Rezaeian Tiyar, F. (2014). The effect of summarizing strategy on reading comprehension of Iranian intermediate EFL learners. International Journal of Language and Linguistics, 2(3), 134-139.
Ko, L. Y. (2019). A study of metacognitive strategies utilized in reading and listening comprehension: An investigation of nursing junior college English Learners. European Journal of Education Studies, 5(11), 176-188.
Little, D. (1991). Learner autonomy: Definitions, issues and problems. New York: Authentik.
Little, D. (2009). Learner autonomy in action: Adult immigrants learning English in Ireland. In Kjisik, F., Voller, P., Aoki, N., & Nakata, Y. (Eds.), Mapping the terrain of learner autonomy: Learning environments, learning communities and identities (pp. 51–85). Tampere: Tampere University Press.
Little, D. (2016). Learner autonomy and tele-collaborative language learning. In S. Jager, M. Kurek, & B. O'Rourke (Eds.), New directions in tele-collaborative research and practice (pp. 44–55). New York: Research Publishing Net.
Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 64-73.
Little, D., Dam, L., & Legenhausen, L. (2017). Language learner autonomy: Theory, practice and research. Bristol: Multilingual Matters.
Little, D., & Erickson, G. (2015). Learner identity, learner agency, and the assessment of language proficiency: Some reflections prompted by the common European framework of reference for languages. Annual Review of Applied Linguistics, 35, 120–139
Maftoon, P., & Fakhri Alamdari, E. (2020). Exploring the effect of metacognitive strategy instruction on metacognitive awareness and listening performance through a process-based approach. International Journal of Listening, 34(1), 1-20.
Mobaraki, M., & Nia, M. R. (2018). The effect of listening strategy instruction on Iranian pre-intermediate EFL learners' listening ability. International Journal of Applied Linguistics and English Literature, 7(3), 188-192.
Moses, L. J. & Baird, J. A. (1999). Metacognition. In A. Robert, F. Wilson, & C. Keil (Eds). The MIT encyclopedia of the cognitive sciences (pp. 533-535). London: The MIT Press.
Movahed, R. 2014. The effect of metacognitive strategy instruction on listening performance, meta-cognitive awareness and listening anxiety of beginner Iranian EFL students. International Journal of English Linguistics, 4 (2),88-102.
Narang, D., & Saini, S. (2013). Metacognition and academic performance of rural adolescents. Studies on Home and Community Science, 7(3), 167-175.
Nietfeld, J. L., & Schraw, G. (2002). The effect of knowledge and strategy training on monitoring accuracy. The Journal of Educational Research, 95(3), 131-142.
O’Malley, M. J., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
O'Malley, J.M, Chamot, A.U., Stewner- Manzanares, G., Russo, R.P. & Kupper, L. (1985). Learning strategy application with students of English as a second language. TESOL Quarterly, 19, 557-584.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury house.
Oxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 75-91). Basingstoke: Palgrave Macmillan.
Papaleontiou-Louca, E. (2014). Metacognition. In D. C. Phillips (Ed.). Encyclopedia of educational theory and philosophy (pp. 522-525). Los Angeles: Sage.
Parvaneh, H., Zoghi, M., & Asadi, N. (2020). Flipped classroom approach: Its effect on learner autonomy and language anxiety of Iranian EFL learners. Journal of Foreign Language Research, 10(2), 330-347.
Pitenoee, M., Modaberi. A., & Ardestani, E. (2017). The effect of cognitive and netacognitive writing strategies on content of the Iranian intermediate EFL learners’ writing. Journal of Language Teaching and Research, 8 (3), 594-600.
Rahbar, S., Ahangari, S., & Saeidi, M. (2020). Raising the learners’ awareness of prosodic features in pronunciation and its impact on listening comprehension: Insights from noticing hypothesis. Foreign Language Research Journal, 10(2), 260-271.
Rahimi, M., & Abedi, S. (2014). The relationship between listening self-efficacy and metacognitive awareness of listening strategies. Procedia-Social and Behavior Sciences, 98, 1454–1460.
Razmi, M. H., & Jabbari, A. A. (2021). An investigation into the impact of multidimensional perfectionism on second language listening comprehension through the mediating roles of general self-efficacy and metacognitive listening strategies: A multicategorical multiple mediation analysis. Journal of Language and Translation Studies, 54(2), 123-151.
Razmi, M. H., Jabbari, A. A., & Fazilatfar, A. M. (2020). Perfectionism, self-efficacy components, and metacognitive listening strategy use: A multicategorical multiple mediation analysis. Journal of Psycholinguistic Research, 49, 1047–1065.
Rezvan, S., Ahmadi, S. A., & Abedi, M. R. (2006). The effects of metacognitive training on the academic achievement and happiness of Esfahan University conditional students. Counselling Psychology Quarterly, 19(4), 415-428.
Rostami Abusaeedi, A. A., & Khabir, M. (2017). EFL learners’ metacognitive reading strategies preferences in relation with their perfectionism regarding gender. Open Journal of Modern Linguistics, 7, 108-118.
Sedighi, E., & Hadidi Tamjid, N. (2016). The relationship between Iranian EFL learners’ autonomy and their vocabulary learning strategies with a focus on gender. Journal of English Language Pedagogy and Practice, 9(18), 183-196.
Smith, R. C. (2008). Learner autonomy (Key concepts in ELT). ELT Journal, 62(4), 395-397.
Soodmand Afshar, H., & Bastami, T. (2012). The effect of portfolio assessment on Iranian pre-intermediate EFL learners’ autonomy. Journal of Teaching English Language and Literature, 6(1), 71-102.
Sharif Hosseini, M. (2022). Analyzing the effect of using meta-cognitive strategies on Iranian EFL learners’ writing skill. Journal of Language and Translation, 12(1), 141-155.
Soleimani, H., & Hajghani, S. (2013). The effect of teaching reading comprehension strategies on Iranian EFL pre-university students' reading comprehension ability. International Research Journal of Applied and Basic Sciences, 5(5), 594-600.
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470-497.
Van der Stel, M., & Veenman, M. V. (2014). Metacognitive skills and intellectual ability of young adolescents: A longitudinal study from a developmental perspective. European Journal of Psychology of Education, 29(1), 117-137.
Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3-14.
Vieira, F. (Ed.). (2009). Struggling for autonomy in language education. Frankfurt: Peter Lang.
Zhang, L., & Li, X. (2004). A comparative study on learner autonomy between Chinese students and west European students. Foreign Language World, 4, 15-23.
Ziegler, N., & Opdenakker, M-C. (2018). The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation. Learning and Individual Differences, 64, 71–82.
