A Study of the Utility of Meta-Cognitive Strategy Instruction for Ameliorating ESP Learners’ Autonomy
محورهای موضوعی : Research Paper
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
کلید واژه: Language Learning Strategies, ESP, learner autonomy, Meta-Cognitive Strategies,
چکیده مقاله :
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.
پژوهش حاضر تلاشی برای تعیین تأثیر آموزش راهبرد فراشناختی پیشگیرانه و عطف به گذشته بر استقلال فراگیران ایرانی ESP انجام داده است. علاوه بر این، تلاش شد تا میزان تأثیر متقابل بین این آموزش و شرایط آموزش پیشگیرانه/عقب‌گرد بر استقلال این فراگیران در دوره‌هایشان را بررسی کند. بدین منظور، پژوهشگران ابتدا 168 نفر از فراگیران ESP سطح متوسط را از بین فراگیران ESP دانشگاه آزاد اسلامی (واحد تبریز) به عنوان شرکت کننده انتخاب کردند. ثانیاً شرکت کنندگان را به صورت غیرتصادفی در چهار گروه شامل گروه آزمایشی پیشگیرانه، گروه آزمایشی عطف به گذشته، گروه کنترل پیشگیرانه و گروه کنترل عطف به گذشته قرار دادند. سوم، محققان پیش آزمون خودمختاری را برای همه گروه ها اجرا کردند. چهارم، آنها از سیستم مدیریت یادگیری Adobe Connect برای ارائه گروه آزمایشی پیشگیرانه و گروه آزمایشی عطف به گذشته درمان های مربوطه خود را در ده جلسه استفاده کردند. با این وجود، آنها از تکنیک های آموزش زبان سنتی برای ارائه آموزش به گروه های کنترل استفاده کردند. پنجم، محققان پس آزمون خودمختاری مطالعه را برای شرکت کنندگان پس از پایان جلسات درمانی اجرا کردند. در نهایت از SPSS 24 برای تجزیه و تحلیل داده ها استفاده کردند. نتایج نشان داد که آموزش راهبرد فراشناختی استقلال شرکت کنندگان را بهبود می بخشد. علاوه بر این، شرایط دستورالعمل عطف به ماسبق موثرتر از شرایط پیشگیرانه بود. علاوه بر این، تعامل بین آموزش راهبرد فراشناختی و شرایط عطف به ماسبق تأثیر مثبت معناداری بر رشد خودمختاری فراگیران داشت. نتایج ممکن است به مربیان معلم ESP، طراحان برنامه درسی و مربیان اصول راهنما را در مورد آموزش راهبرد فراشناختی ارائه دهد.
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