A Comparative Study of Metacognitive Strategies in One-way vs. Two-way Speaking Tasks among Iranian EFL Learners

Journal of Teaching English Lnaguage Studies

مقاله 5، دوره 5، شماره 2، اسفند 2016، صفحه 81-105   

نویسندگان

Faranak Sodagari¹؛ Adel Dastgoshadeh²

¹MA in TEFL, Islamic Azad University Sanandaj Branch, Iran

²Ph.D in TEFL, Islamic Azad University Sanandaj Branch, Iran

چکیده

This study was an attempt to investigate the effect of metacognitive strategies (MS) on speaking
ability of the learners and also what MS are specifically employed by learners when it comes to
different task types. To this end, running a quasi-experimental study, 60 students at advanced
level (female) from Shenia Language Institute in Sanandaj were randomly selected and given an
Oxford Placement Test (OPT) as a test of homogeneity. Then they assigned to experimental
(n=30) and control (n=30) groups. The MS questionnaire was also administered to see what MS
they employed in speaking tasks. The control group was traditionally taught to practice speaking
tasks in a conventional way. The experimental group, however, practiced one-way and two-way
speaking tasks after receiving MS instruction. After administering the posttest, an ANCOVA
comparison of the mean ratings of the two groups on the posttest test revealed a significant
difference between the speaking ability and MS use of the two groups. The results indicated that
the experimental group outperformed the control group leading to the conclusion that instruction
in MS use prior to oral tasks had a significantly higher impact on EFL leaners’ speaking ability.
Statistically, the results obtained from descriptive statistics and the chi-square revealed that the
difference between MS employed by participants in one-way speaking tasks versus two-way
speaking tasks were significant.

کلیدواژه‌ها

one-way speaking tasks؛ two-way speaking tasks؛ Metacognitive strategies

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