The Role of Perceived Teacher's Support and Motivational Orientation in Prediction of Metacognitive Awareness of Reading Strategies in Learning English

Research in English Language Pedagogy

مقاله 2، دوره 5، شماره 1 - شماره پیاپی 8، خرداد 2017، صفحه 17-26   

نوع مقاله: Original Article

نویسندگان

Zohreh Kazemi^{* 1}؛ Ali Zarehmoghadam²؛ Hasan Emami³

¹Department of psychology, College of Psychology, Birjand Branch, Islamic Azad University, Birjand, Ira

²Nehbandan Branch, Islamic Azad University, Nehbandan, Iran

³University of Birjand, Birjand, Iran

چکیده

This study aims to determine the role of perceived teacher support and motivational orientation in predicting metacognitive awareness of reading strategies in learning the English language. The sample included 425 male and female students, studying in the elementary schools in the city of Birjand, eastern Iran, in the 2014-2015 academic year. Three different types of questionnaires were distributed among these students. The questionnaires were, respectively, about the students’ perception of teacher support (Zaki, 2007), motivational orientation for English learning (Sheikholeslami, 2005), and metacognitive awareness of the study methods (Mokhtari & Richard, 2002). Multiple regression analysis was applied to analyze the obtained data. It was found that there was a direct and significant correlation between teacher support variable, and intrinsic motivation, overall reading strategies, problem-solving strategies, reading support strategies, and metacognitive awareness. Additionally, there was an inverse and significant correlation with the non-motivation variable. Furthermore, no significant correlation was observed between the teacher support variable and the extrinsic motivation variable. A direct and significant relationship was, however, spotted between intrinsic motivation, and extrinsic motivation, overall reading strategies, problem-solving strategies, reading support strategies,and metacognitive awareness; and an inverse and significant relationship was noticed between the intrinsic motivation and non-motivation variables. Moreover, there existed a direct and significant relationship between extrinsic motivation, and overall reading strategies, problem-solving strategies, reading support strategies, metacognitive awareness and it had an inverse and significant relationship with non-motivation variable. The findings demonstrated that the components of perceived teacher support and motivational orientation (extrinsic motivation, intrinsic motivation, and nonmotivation) provide the possibility of predicting metacognitive awareness of students.
 

کلیدواژه‌ها

Perceived Teacher Support؛ Motivational Orientation؛ Metacognitive Awareness of Reading Strategies

مراجع

Aghazadeh, M. & Ahadian, M. (1997). Theoretical principles and educational applications of metacognition theories. Peyvand publications.
Bakhshi, N. (2012). The investigation of the relationship between perceived teacher's support, educational motivation and elementary school student's achievement in Darmiyan city. Unpublished MA thesis, Islamic Azad University, Birjand.
Bolandi, B. (2013). The role of the characteristics of the successful language teachers and motivational orientation in educational achievement of English course. Unpublished MA thesis, Islamic Azad University, Birjand.
Chen, L.H. (2010). Web-based learning programs: Use by learners with various cognitive styles. Computers & Education, 54, 1028-1035.
Dastlan, M., & Malekzadeh, A. (2010). The impact of self- regularization training on the development of students' English language learning. The Journal of Foreign Language Teaching, 3(24), 4-11. 

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(03), 117-135.
Muller ,C, & Katz ,S .R. & Dance ,L .J. (1999). Investing in teaching and learning dynamics of the teacher-student relationship from each actor s perspective. Urban Education, 34(3), 292-337.
Narimani, M. Khoshnoodnia, B. & Zahed, A. (2013). The role of perceived teacher support in predicting educational self-efficiency of students with learning disabilities. Journal of Learning Disabilities, 3(1), 110-128.
Nokhostin-Goldust, A. & Moinikia, M. (2009). The relationship between self-regulated learning strategies and motivation strategies for learning and students' academic performance of Islamic Azad University of Ardebil. Journal of Education - Academic curriculum of Islamic Azad University, Khorasgan unit, 23, 85-100.
Javadi, M. Keyvanara, M. & Yaghoobi, M. (2010). The relationship between metacognitive awareness of studying strategies and the of students status of Isfahan Medical Sciences university. Iranian Journal of Education in Medical Sciences, 10(3), 57-69.

Karshky, H. Kharrazi, A. N. & Ghazi-Tabatabai, M. (2007). The relationship between the school environmental perceptions and development objectives, whether the type of school, field of study and place of residence makes a difference?. Psychological and Educational Studies of Ferdowsi University, 23(5),80-93

Kahraman, N. & Sungur, S. (2011). The contribution of motivation beliefs to students, metacognitive strategy useJournal of Education and Science, 36(160), 3-10.

Pourtaherian, Z. Khosravi, M. & Mohammadifar, M. (2013). The role of metacognitive reading strategies and study habits in female students' achievement motivation. Journal of School Psychology, 3(1), 22-36.

Rahimi, M., & Katal, M. (2012). Metacognitive listening strategies awareness in learning English as foreign language: a comparison between university and high school students. Shahid Rajaee Teacher Training University, Lavisan: Tehran, Iran.
Venden, L. (2012). Teaching and learning Second language listening Metacognition in action. New York: Routledge.
Taghipour, F. (2009). The relationship between motivation, metacognitive awareness of the strategies and skills of Iranian English learners. Language Study Scientific - Research Quarterly Journal, Al-Zahra University, 52, 2-25.
Saghi, S. Chalabianloo, GH. R. & Amindoctor,
F. (2011). The relationship between learning styles and academic achievement with the intermediation of metacognitive awareness strategies among students. Journal of Education, 4(13), 79-94.

Seif, A. (2008). The new educational psychology (Psychology of Learning and Teaching). Doran  publications.
Sheikholeslami, R. & Khayyer, M. (2007). The role of motivational orientations in learning English as a foreign language. The Study of Foreign Languages, 39, 83-94.
Karimi, Y. Khalkhali, V. Ahadi, H. Nafisi, GH.R. (2009). The investigation of the effect of the purpose framing and communicational style on the educational achievement of the fifth grade students in Qazvin. Journal of the Psychological Achievements, 4(2), 189-218.
Yosef-Zadeh, D. Yaghoobi, A. & Rashidi, M. (2012). The impact of metacognitive skills on self-efficiency of female students in secondary schools. Journal of School Psychology, 1(3), 118-133.
Weinstein, C. E. & Hume, L. M. (1998). Study strategies for lifelong learning. American Psychological Association.