Improving listening comprehension skill is one of the urgent contemporary educational needs in the field of second language acquisition and metacognitive strategies are proved to help learners manage and self-regulate their listening and overcome deficiencies. Although metacognitive instruction is underscored by previous research, task-based metacognitive instruction is seriously underresearche...

with regard to the impossibility of preparing learners for each situation that they might encounter in their life, it is more logical to teach them how to cope with unexpected challenges. helping learners ‘learn how to help themselves’ can be facilitated by means of tasks and activities in the classroom context. this paper presents some of the find- ings of a study on iranian young learners bet...

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 adopts the perspective that metacognitive strategy instruction is bound to occur inside the classroom especially on oral tasks. accordingly, the researchers investigated whether metacognitive strategy instruction prior to oral tasks was more successful than conventional ways in improving efl learners’ oral proficiency. to this end, 56 participants studying in a language school...

the purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of iranian efl learners. the data were collected through the survey of reading strategies (sors) and a reading test to examine changes in metacognitive awareness and reading performance before and after the inte...

This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who...

This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who...