Discipline and gender variation in ESP learners’ use of metacognitive strategies
Metacognition involves conscious thinking about one’s learning and is implemented in language learning when learners set goals and evaluate their performance, plan their studies, use their language knowledge, attend to the input, search speaking and reading opportunities and ways of enhancing the...
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| Format: | Article |
| Language: | English |
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Urmia University
2014-07-01
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| Series: | Iranian Journal of Language Teaching Research |
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| Online Access: | http://www.urmia.ac.ir/ijltr/Lists/Current%20Issue/Attachments/9/%282%29.pdf |
| Summary: | Metacognition involves conscious thinking about one’s learning and is implemented in language
learning when learners set goals and evaluate their performance, plan their studies, use their
language knowledge, attend to the input, search speaking and reading opportunities and ways of
enhancing their learning outcomes and focus on their errors. This study sought to measure the use
of metacognitive strategies by eight groups of Iranian ESP freshmen in four different disciplines and
to detect probable discipline and gender variations. Having assessed the initial homogeneity of the
groups via Analysis of Variance of the scores obtained from a Key English Test (KET), the researcher
administered the Metacognitive section of Oxford’s Strategy Inventory for Language Learning (SILL)
(1985). The Between-subjects Analysis of Variance (ANOVA) of the research data revealed that the
participants studying Mechanical Engineering and Computer outperformed those studying
Management and Psychology. Gender variation, however, was observed only in the participants’ use
of self-evaluation strategy where males reported a more frequent use. The findings revealed the ESP
learners’ need for metacognitive training particularly across gender and major. |
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| ISSN: | 2322-1291 2322-1291 |