خلاصه ماشینی:
"Improving EFL Learners’ Oral Proficiency Through Metacognitive Strategy Instruction Mojgan Rashtchi Assistant Professor of Applied Linguistics, Islamic Azad University North Tehran Branch, Iran Parvin Khani MA in TEFL, Islamic Azad University North Tehran Branch, Iran Abstract Keywords: Introduction There has been a great shift within the field of language learning and teaching over the last 30 years with greater emphasis being put on learners and learning rather than on teachers and teaching.
140 Based on the issues discussed above, this study was designed to answer whether instruction on metacognitive strategies lead to the improvement of Iranian EFL learners‟ oral proficiency and greater use of learning strategies.
To make sure, however, that both groups were homogeneous in terms of the two attributes under study (oral proficiency and metacognitive strategy use), the researchers conducted an oral interview and a pertinent questionnaire among the 56 participants and ran certain statistical procedures (described in the results section) on the mean scores of both groups prior to the treatment thus demonstrating that they were homogeneous.
00 Rater pre Rater post strategy post strategy pre Figure 1 – Mean difference between the control and experimental groups on the tests before and after the treatment Figure 1 illustrates the finding explained above plus the fact that the participants in the experimental group gained a higher mean on the SILL posttest compared to that of the interview posttest; this fact thus demonstrates that the treatment of metacognitive strategy instruction indeed influenced the EFL learners‟ learning strategy use to a greater extent compared to the oral proficiency."