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The Effect of Integrating Metacognitive Strategies with Task Complexity in Learning English Verb Tenses by Iranian EFL Learners | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 3، دوره 43، شماره 4، بهمن 2024، صفحه 57-86 اصل مقاله (546.07 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2024.50565.3304 | ||
| نویسندگان | ||
| Mohammad Sadegh Ghalibafan1؛ Shadab Jabbarpoor* 2؛ Bahram Mowlaie1 | ||
| 1Department of English Language, Tehran South Branch, Islamic Azad University, Tehran, Iran. | ||
| 2Department of English Language, Garmsar Branch, Islamic Azad University, Garmsar, Iran | ||
| چکیده | ||
| This research aims to explore how the cognitive demands of tasks affect the acquisition of English verb tenses and their association with grammatical metacognitive awareness among language learners. The study addresses two key questions: 1) Differential impacts of tasks varying in cognitive load on the acquisition of verb tenses, 2) The predictive role of learners' metacognitive strategies in task conditions. Employing a quasi-experimental design, the study involved 120 first-semester Bachelor of Arts students from Azad University South Branch in Tehran, Iran. Participants were assigned to four groups exposed to different task conditions: reading, reading with textual enhancement, cloze exercises, and reading with writing tasks. Instruments included Grammar Judgment and Editing Tests, Pawlak's (2018) Grammar Learning Metacognitive Strategies Inventory, and the Oxford Placement Test. The analysis involved the learners’ performances on the Grammar Judgment and Editing Test, which were compared from the pretest to the posttest. One-way ANOVA was utilized. Additionally, comparisons among different task conditions in the posttest revealed which tasks resulted in higher learner performance. Results indicated significant improvements in tense structure proficiency associated with higher involvement tasks. This study bridges gaps in understanding optimal task designs for language learning and underscores the importance of metacognitive strategies in the Iranian EFL context. | ||
| کلیدواژهها | ||
| Cognitive Tasks؛ English Verb tenses؛ Language Grammar Learning؛ Metacognitive Strategies؛ Task Involvement Load | ||
| مراجع | ||
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