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:: Volume 19, Issue 1 (4-2016) ::
2016, 19(1): 73-98 Back to browse issues page
Promoting Metacognition in EFL Classrooms through Scaffolding Motivation
Abstract:   (5825 Views)

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

Keywords: Motivational scaffolds, Metacognition, Socially-shared metacognition
Full-Text [PDF 675 kb]   (3568 Downloads)    
Type of Study: Research | Subject: General
Received: 2015/08/6 | Accepted: 2016/02/13 | Published: 2016/10/29
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Promoting Metacognition in EFL Classrooms through Scaffolding Motivation. Journal title 2016; 19 (1) :73-98
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Volume 19, Issue 1 (4-2016) Back to browse issues page
Iranian Journal of Applied Linguistics
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