جستجوی مقالات مرتبط با کلیدواژه "هوش فراشناختی" در نشریات گروه "ادبیات و زبان ها"

Many studies show that the long-standing perception of listening as a passive skill in language learning has led to traditional auditory teaching methods leading learners to passive input receivers, while learners should be taught in a way that is passive. They should be able to control and strengthen their auditory function. Metacognitive intelligence strategies enable learners to plan, monitor, problem-solve, and evaluate, making them more active listeners. For this purpose, a class (26 students) of auditory secondary learners of the Shahed and Taallom Educational Collection in an educational center was selected as a sample and after removing outliers, using a quasi-experimental pre-test method - Intervention-post-test, the performance of the learners in the auditory parallel tests, before and after the educational intervention, was examined by SPSS software and paired t-test. The results indicate that the learners have increased their learning skills in the post-exam stage with the awareness of metacognitive intelligence, and self-regulation has increased their motivation and also their learning success. In the light of these findings, concepts and suggestions for further studies were presented.