in order to confirm the effectiveness of language learning strategies in theiranian context in junior high schools, this study was designed to examine thepatterns of strategy use, the effects of strategy instruction on the students’ strategyuse, and the relationship between the participants’ strategy use and their englishachievement. to achieve this objective, 57 junior high school participants...

Research showed distinct effects of different online activities on reading literacy or learning outcomes; however, no explanation about this link was provided. The current study investigated the effects of two genres of online reading activities on reading literacy based on knowledge of metacognitive strategies in a mediation analysis. Participants were 87,735 fifteen-year-old students (49.8% g...

The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theorie...

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 ...

BACKGROUND Various investigations have revealed that the promotion of cognitive and metacognitive strategies can improve reading comprehension and that when readers receive this type of instruction, they can use monitoring processes and regulation strategies adequately. The goal of this work is to analyze the effects of strategic and metacognitive instruction on reading comprehension processes ...

From applied linguistic point of view, the fundamental question facing the language teachers, methodologists and course designers is which procedure is more effective in FL/SL: learning to use or using to learn? Definitely, in order to be a competent language user, knowledge of language system is necessary, but it is not sufficient to be a successful language user. That is why there was a gradu...

The present study aimed to examine any possible relevance of perfectionism as a personal trait variable, in moderating the effectiveness of meta-cognitive instruction on bottom-up and top-down sub-processes of listening comprehension with a sample of EFL learners in Iranian context. To this end, 94 female EFL learners were selected from among 136 EFL learners at Andisheh Language Institute in M...

This study investigated how English as Foreign Language (EFL) learners with different learning styles (Field dependent and field independent) boost up their reading comprehension abilities as they develop their metacognitive skills. To conduct this research, 60 participants were randomly invited to sit PET (Preliminary English Test) to ensure homogeneity of the participants in terms of language...

This study was to investigate the use of metacognitive reading strategies, patterns of motivation aswell as the relationship between motivation and L2 readers’ metacognitive awareness andperceived use of strategies among Iranian EFL learners. A total number of 36 intermediate studentsfrom an English Institutes in Qazvin took part in this study. They were asked to fill in twoquestionnaires: (a) ...

Current research supports the role of metacognitive strategies to enhance reading comprehension. This study measured the effectiveness of online versus face-to-face metacognitive and active reading skills lessons introduced by Biology faculty to college students in a nonmajors introductory biology course. These lessons were delivered in two lectures either online (Group 1: N = 154) or face to f...