Vol. 4, No. 6 (November 2016)


EFL Writers’ Metacognitive Experiences at the Macrolevel of MASRL Model and Metacognition at Social Level

Ms. Elaheh Suleimani, Shiraz University, Shiraz, Iran

Dr. Mahboobeh Saadat, Shiraz University, Shiraz, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 4(6), 05-11.      Download Full Text


Metacognition with its various manifestations is crucial in discovering new paths of awareness and self-regulation. Metacognitive experiences are the pivotal points for awareness, activation, and self-regulation of the task processing as well as the person characteristics. Moreover, metacognitive judgment at social level of metacognition indirectly contributes to the greater awareness of one’s as well as others’ metacognitive experiences. Drawing on the analysis of the data collected from a group of EFL writers at a state Iranian University, we explored the metacognitive experiences and how these metacognitive experiences contributed to general person characteristics. In addition, representations of metacognition in students’ group work were investigated. It was found that the participants passed through three stages and it was only in the third stage that they managed to explicitly understand their general person characteristics through ME and successfully regulate themselves. Metacognitive judgment in group work helped the participants to be self-aware in the writing tasks. Also, they learned how to uncover the rationale beyond their points of view. Therefore, it may be concluded that metacognitive experiences created a balance and revealed the actual circumstance and all the associated features when the students initiated writing and functioned as a channel for short-term and long-term self-regulation.

Key words: Metacognitive Experiences; General Person Characteristics; Social Level of Metacognition; Self-Awareness


Effect of Scaffolding in a Cooperative Learning Condition on Undergraduate EFL Learners' Vocabulary Retention

Dr. Mohammadreza Ghorbani, University of Bojnord, Bojnord, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 4(6), 12-16.       Download Full Text


In an attempt to facilitate vocabulary retention, this study investigated the effect of scaffolding in a cooperative learning condition on Iranian undergraduate students’ vocabulary learning. The paired-samples experimental design was used to study 24 students who had registered for the Thematic Conversation course at Kosar University of Bojnord. Thirty topics were taught from the book “For and Against” by Alexander (1986). The first fifteen passages were collaboratively discussed by the students and the teacher read each text aloud and elaborated upon the points raised by the students. The second fifteen passages were individually reviewed by the students. The teacher just read each text aloud and answered the questions raised by the students. Then, each student was required to give a short presentation. After the treatment, the subjects were given a vocabulary test. The reliability of the two 30-item tests was estimated at 0.74 and 0.79 respectively through the Kuder-Richardson (KR-21) formula. The results of the t-test indicated that the differences between the two conditions were statistically significant. That is, scaffolding in a cooperative learning condition was more effective. This implies that teachers, learners, and material developers can use this strategy to facilitate vocabulary retention.

Key words: Scaffolding; Cooperative and Individual Learning; Vocabulary Retention and Recall



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