The effectiveness of using metacognitive language learning strategies in developing EFL students' comprehension of written discourse
| [Abstract] [الملخّص] | |
| Type | Article |
| Author | Abdel Hafez, Hanan Ahmed. Curricula and Methods of Teaching English, Faculty of Education, Assiut University. |
| Second author |
Ahmed, Salwa Mohammad al-Sayed. Curricula and Methods of Teaching English, Faculty of Education, Assiut University.
Galal, Saber Ahmed. Curricula and Methods of Teaching English, Faculty of Education, Assiut University. Salah, Na'em Ali Ibrahim. Palestine Ahliya University. |
| Pages | pp. 2-30 |
| Host Item Entry |
Journal of Faculty of Education. Vol. 38, no. 5, p. 2, May 2022
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| Electronic Location |
Full text (PDF)
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| Descriptors | Learning strategies - Knowledge management - English |
| Language of document | English |
| Country | Egypt |
هدف البحث إلى التحقق من فاعلية استخدام الاستراتيجيات ما وراء المعرفية لتنمية فهم النص المكتوب لدى دارسي اللغة الإنجليزية كلغة أجنبية وتم اختيار مجموعة البحث المكونة من ستة وعشرين طالبا وطالبة من طلبة السنة الثانية في جامعة فلسطين الأهلية. استخدم البحث المنهج التجريبي ذي التصميم شبه التجريبي القائم على المجموعة الواحدة وقام الباحث بإعداد اختبار قبلي بعدي لقياس فهم الطلبة للنص المكتوب. توصلت الدراسة الحالية إلى انه يوجد فرق ذو دلالة إحصائية عند مستوى 0.05 بين متوسطات درجات الطلبة في الاختبار القبلي البعدي لفهم النص المكتوب لصالح الاختبار البعدي وهذا يدل على أن استخدام الاستراتيجيات ما وراء المعرفية له دور فعال في تنمية فهم النص المكتوب. كما وقدم البحث بعض التوصيات والاقتراحات لمزيد من الأبحاث. (الملخص المنشور)
This study aimed at investigating the effectiveness of using metacognitive language learning strategies in developing EFL students' comprehension of written discourse. Twenty-six second year EFL students from Palestine Ahliya University were chosen as the study group. The study adopted the one-group quasi-experimental design. A pre-post comprehension of written discourse test was designed to assess the students' comprehension of written discourse before and after the treatment. The results were analyzed and the findings revealed that there was a statistically significant difference at 0.05 level between the mean scores of research group in the pre-post administration of the comprehension of written discourse test favoring post testing, which means that metacognitive language learning strategies were effective in developing second year EFL students' comprehension of written discourse. Some recommendations and suggestions for further research were presented. (Published abstract)
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| Abdel Hafez, Hanan Ahmed. (2022). The effectiveness of using metacognitive language learning strategies in developing EFL students' comprehension of written discourse . Journal of Faculty of Education. Vol. 38, no. 5, p. 2, May 2022. pp. 2-30 Retrieved from search.shamaa.org |