Impact of Teaching Metacognitive Strategies on Iranian EFL Learners’ Writing Accuracy in Proactive vs. Reactive Classes
محورهای موضوعی : نشریه زبان و ترجمهFatemeh Jafari 1 , Nasser Ghafoori 2 , Shima Ahmadi-Azad 3
1 - Department of English, Sarab Branch, Islamic Azad University, Sarab, Iran
2 - Department of English, Sarab Branch, Islamic Azad Univercity, Sarab, Iran
3 - Department of English, Sarab Branch, Islamic Azad University, Sarab, Iran
کلید واژه: Writing Accuracy, Metacognitive strategies, Proactive and Reactive Classes,
چکیده مقاله :
The present study aimed to examine the impact of instructing metacognitive strategies involving planning, monitoring, and self-evaluation, within proactive and reactive classroom contexts, on the writing accuracy of Iranian EFL learners. Employing a quantitative quasi-experimental design, the research comprised 168 participants, drawn from an initial pool of 206 undergraduate students within the science and engineering department of Azad University, Tabriz Branch, who had completed a general English course during the Spring of 2021. Employing purposive sampling, the homogeneous sample was divided into two experimental and two control groups, aligning with the study's independent variables: the teaching of metacognitive strategies and the classroom environment. The experimental groups underwent instruction in metacognitive strategies, with one group exposed to proactive instruction before commencing writing tasks, and the other receiving reactive instruction when encountering writing difficulties. Pre- and post-treatment writing samples were collected and evaluated for accuracy, and ANOVA was conducted on the pre-test scores, establishing initial comparability among the four groups. Subsequently, a Two-Way Analysis of Variance was employed to assess post-test scores. Notably, teaching metacognitive strategies exhibited a statistically significant influence on writing accuracy only within reactive classroom conditions. Conversely, the classroom environment exerted a negligible direct influence on writing accuracy, though a noteworthy interaction effect emerged between the two independent variables. This study holds substantial implications for EFL instructors, learners, and curriculum developers, highlighting the significance of incorporating metacognitive strategy instruction to enhance writing accuracy within specific instructional contexts.
پژوهش حاضر با هدف بررسی تأثیر آموزش راهبردهای فراشناختی شامل برنامه ریزی، نظارت و خودارزیابی، در زمینه های کلاس درس فعال و واکنشی، بر دقت نوشتاری زبان آموزان ایرانی زبان انگلیسی انجام شد. این پژوهش با استفاده از یک طرح نیمه تجربی کمی، شامل 168 شرکت‌کننده بود که از مجموع 206 نفر از دانشجویان مقطع کارشناسی رشته علوم و مهندسی دانشگاه آزاد واحد تبریز که دوره عمومی زبان انگلیسی را در بهار 1390 گذرانده بودند، انتخاب شدند. با نمونه گیری هدفمند، نمونه همگن به دو گروه آزمایشی و دو گروه کنترل تقسیم شد که با متغیرهای مستقل پژوهش: آموزش راهبردهای فراشناختی و محیط کلاس درس همراستا شدند. گروه‌های آزمایشی تحت آموزش راهبردهای فراشناختی قرار گرفتند، به طوری که یک گروه قبل از شروع کار نوشتن در معرض آموزش فعالانه قرار گرفتند و گروه دیگر در هنگام مواجهه با مشکلات نوشتاری، آموزش واکنشی دریافت کردند. نمونه‌های نوشتاری قبل و بعد از درمان جمع‌آوری و از نظر صحت مورد ارزیابی قرار گرفتند و ANOVA بر روی نمرات پیش‌آزمون انجام شد و مقایسه اولیه را در بین چهار گروه ایجاد کرد. سپس برای ارزیابی نمرات پس آزمون از تحلیل واریانس دو طرفه استفاده شد. قابل ذکر است، آموزش راهبردهای فراشناختی تنها در شرایط کلاس درس واکنشی تأثیر آماری معنی‌داری بر دقت نوشتار نشان می‌دهد. در مقابل، محیط کلاس تأثیر مستقیم ناچیزی بر دقت نوشتار داشت، اگرچه اثر متقابل قابل توجهی بین دو متغیر مستقل ظاهر شد. این مطالعه پیامدهای قابل توجهی برای مدرسان زبان انگلیسی، زبان آموزان، و توسعه دهندگان برنامه درسی دارد و اهمیت ترکیب آموزش استراتژی فراشناختی برای افزایش دقت نوشتن در زمینه های آموزشی خاص را برجسته می کند.
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