چکیده:
The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar. To this end, two groups of students consisting of 51 learners from both genders were formed. The participants were 51 male and 51 female learners. The 51 participants of each gender were further divided into two groups. Then, an OPT was administered to ensure homogeneity of the participants in terms of grammatical performance as well. Following that, two of the groups received text enhancement method and the other two groups received metacognitive instruction for learning grammar. Finally, the groups sat for a grammar posttest as well as a delayed posttest. When looking within groups, it was found the in metacognitive groups, males performed better on grammar posttest and delayed posttest in comparison with females. Regarding text enhancement groups, males and females did not significantly differ from each other both on posttest and delayed posttest. Finally, it was concluded that gender has the potentiality to affect the outcome of instruction when the role of input is considered in grammar instruction.
خلاصه ماشینی:
com Abstract The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar.
Research Questions The present study aimed at answering the following research questions: Q1: Does gender make a difference in the effects of text enhancement and metacognitive grammar instruction on the achievement of language structures?
Q2: Does gender make a difference in the effects of in the effects of text enhancement and metacognitive grammar instruction on the recall of language structures?
g. , Putallaz, Hellstern, Sheppard, Grimes, & Glodis, 1995).
Based on the latest studies in the realm of educational psychology which have been conducted by Kirschner, Sweller and Clark (2006), it can be proved that the teaching with minimum clues and salience (including some kinds of learning such as experiential learning which is an instance of enhanced text) results in not considerable performance progress.
It seems that both the lack of progress concerning long-term learning indicated by the studies mentioned and the restriction on textual enhancement derive from the same rationales; for instance, learners face restricted working memory and also restricted attentional resources at the time of learning new structures and features (Sweller, 1988).
The T test showed that no statistics significant difference existed between males and female in text enhancement group.
The results of T test proved that this difference in mean score on delayed posttest between males and females in metacognitive group was statistically significant (Table 17).