Promoting Metacognition in EFL Classrooms through Scaffolding Motivation
Author(s):
Abstract:
Planning, monitoring, and evaluating ones performance constitute individuals metacognitive strategies. Recently, metacognition has been conceptualized not only at the individual level but also at pair and group levels. The concept of socially-shared metacognition has arisen based on the idea that group members observe, control, evaluate, and regulate each others actions to promote the groups problem-solving. This article investigated the impact of motivational scaffolds on a group of Iranian EFL learners individual and socially-shared metacognition. Two groups of 30 female intermediate learners participated in this study. In the experimental group, the participants received the teachers motivational scaffolds as she provided instructions and feedback throughout individual and collaborative oral and written tasks. On the other hand, the participants in the control group were asked to take part in the routine oral and written classroom activities. The participants think-aloud protocols in individual and pair activities were analyzed, and instances of metacognitive activities were identified. The data were analyzed through two Mann-Whitney U tests, and the results indicated that motivational scaffolds statistically significantly enhanced the use of metacognitive strategies at both inter and intra-individual levels. Implications for classrooms are discussed
Language:
English
Published:
Iranian Journal of Applied Linguistics, Volume:19 Issue: 1, Mar 2016
Pages:
73 to 98
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