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:: دوره 19، شماره 1 - ( 1-1395 ) ::
جلد 19 شماره 1 صفحات 73-98 برگشت به فهرست نسخه ها
Promoting Metacognition in EFL Classrooms through Scaffolding Motivation
Manoochehr Jafarigohar ، Mahbubeh Mortazavi
چکیده:   (1060 مشاهده)

Planning, monitoring, and evaluating one’s performance constitute individuals’ metacognitive strategies. Recently, metacognition has been conceptualized not only at the individual level but also at pair and group levels. The concept of socially-shared metacognition has arisen based on the idea that group members observe, control, evaluate, and regulate each other’s actions to promote the group’s problem-solving. This article investigated the impact of motivational scaffolds on a group of Iranian EFL learners’ individual and socially-shared metacognition. Two groups of 30 female intermediate learners participated in this study.  In the experimental group, the participants received the teacher’s motivational scaffolds as she provided instructions and feedback throughout individual and collaborative oral and written tasks. On the other hand, the participants in the control group were asked to take part in the routine oral and written classroom activities. The participants’ think-aloud protocols in individual and pair activities were analyzed, and instances of metacognitive activities were identified. The data were analyzed through two Mann-Whitney U tests, and the results indicated that motivational scaffolds statistically significantly enhanced the use of metacognitive strategies at both inter and intra-individual levels. Implications for classrooms are discussed

واژه‌های کلیدی: Keywords: Motivational scaffolds، Metacognition، Socially-shared metacognition
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نوع مطالعه: پژوهشي | موضوع مقاله: عمومى
دریافت: ۱۳۹۴/۵/۱۵ | پذیرش: ۱۳۹۴/۱۱/۲۴ | انتشار: ۱۳۹۵/۸/۸
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DOI: 10.18869/acadpub.ijal.19.1.73


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Promoting Metacognition in EFL Classrooms through Scaffolding Motivation. IJAL. 2016; 19 (1) :73-98
URL: http://ijal.khu.ac.ir/article-1-2623-fa.html
Jafarigohar Manoochehr، Mortazavi Mahbubeh. Promoting Metacognition in EFL Classrooms through Scaffolding Motivation. زبانشناسی کاربردی. 1395; 19 (1) :73-98

URL: http://ijal.khu.ac.ir/article-1-2623-fa.html

دوره 19، شماره 1 - ( 1-1395 ) برگشت به فهرست نسخه ها
Iranian Journal of Applied Linguistics
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