Research in second language learning has identified the absence of metacognition among learners as one major problems contributing to students’ inability comprehend listening texts. Moreover, shift remote teaching due COVID-19 made it more crucial for teachers and adapt new modes learning. This accentuates need effective strategy instruction. study conducted at a university Oman, is unique two ...

Abstract This study investigates the impact of a predeparture intervention on developing pragmatic knowledge in abroad context. The included 66 university-level Japanese learners English who participated four-month program Canada. consisted implicit-inductive, explicit-deductive, and explicit-inductive methods instruction speech acts. Pragmatic development was measured by gain scores written di...

According to Simons (1997), schools need ‘process-oriented instruction’ to let pupils learn in a new learning way. He defines this instruction as: “(...) focussing on the further development of the processes of thinking, learning and selfregulation integrated in regular domain-specific instruction (...) it also tries to hand over responsibility for learning and teaching to the learner gradually...

this study aims to examine the strategies utilized by eleven postgraduate students in an efl university context in their attempts to acquire the textual practices of their discipline. first- and second-year ma students, one ph.d. student as well as individuals who had completed their ma programs in tefl took part in interviews in order to elicit the strategies they used when they endeavored to ...

The present study was an attempt to investigate the effect of meta-cognitive strategy (planning, self-monitoring) awareness raising instruction on reading comprehension of Iranian ESP learners. Participants of three groups each comprising of 21 Iranian male students studying “Civil Engineering” in “Islamic Azad University of Buin Zahra” were selected and assigned to three groups: two experiment...

Previous studies have explored the roles of metacognitive instruction and collaborative writing, separately, in English writing. Little attention has been paid to students’ writing complexity, accuracy, fluency (CAF). The present study aims bridge this gap through investigating integrated performances based on linguistic features CAF. focus was four groups: a collaborative-writing setting (n = ...