The Effect of Explicit Metacognitive Strategies Instruction on the Lexical Knowledge Development of Iranian EFL Learners

Ahari, A. Nazila Hossein; Sheshkelani, B. Aylar Poorabdollahi; Aidinlou, C. Nader Assadi
April 2012
International Journal of Basic & Applied Sciences;Apr2012, Vol. 12 Issue 2, p129
Academic Journal
New Trends in language teaching attribute a great attention to language learners and their characteristics. Within these features, language learning strategies have largely been investigated by many researchers. It is fair to say that language educators in many different contexts have been seeking ways to help students become more successful and independent in their efforts to learn to communicate in foreign language. The application of foreign language learning and using strategies are viewed as one vehicle for promoting greater success. Accordingly, the purpose of this study was to investigate the effect of metacognitive strategy training through the use of explicit strategy instruction on the development of lexical knowledge of EFL learners. To reach the goal of the study, two homogeneous groups of English language learners at pre-university level were selected, based on the result of a vocabulary pre-test. Each group consisted of 30 members, one acting as the experimental group and the other as control group. Both groups received vocabulary learning strategies instruction through a 10- week period of instructions and did some extensive reading during the course. However, only the experimental group received metacognitive strategy training during the course of the semester. After the treatment, the same vocabulary test was administered to both groups simultaneously as post-test. Through the analysis of the obtained data, it was found that there were significant differences between control and experimental groups of the dependent variable, lexical performance. Therefore, there is an empirical piece of evidence to support the language teachers who use metacognitive strategy training.


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