Metacognitive Strategies and Grammar Learning: Using a Suggested Metacognitive Strategy Training on improving Grammar Achievement of EFL Engineering Students

 
9783659225703: Metacognitive Strategies and Grammar Learning: Using a Suggested Metacognitive Strategy Training on improving Grammar Achievement of EFL Engineering Students

This study investigated the effect of a suggested metacognitive strategy training on improving grammar achievement of engineering students. The subjects of the study were 66 preparatory year engineering students divided into two groups , an experimental (n=31) and a control (n=35). Both groups studied some grammatical structures included in the syllabus assigned for a technical English course. Only the experimental group was trained by the selected metacognitive strategies (thinking aloud, metacognitive scaffolding and self-questioning) in combination with the cognitive ones(inductive and deductive), while the control group studied grammar through the cognitive grammar teaching strategies. The t-test for comparing the two groups. Results obtained showed significant differences between the two groups on the grammar achievement test in favor of the experimental one. Besides, the metacognitive strategy questionnaire revealed better metacognitive strategy use as for the experimental group. The study recommended using a combination of cognitive and metacognitive strategy for EFL pedagogical practices in the Egyptian context.

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Lecturer at Department of English Language - College of Arts- University of Hail.Education: Master's Degree in Curricula & Instruction of English as a Foreign Language ( TEFL ) Book Title:: The Effect of Using a Suggested Metacognitive Strategy Training on Improving Grammar.

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Book Description Book Condition: New. Publisher/Verlag: LAP Lambert Academic Publishing | Using a Suggested Metacognitive Strategy Training on improving Grammar Achievement of EFL Engineering Students | This study investigated the effect of a suggested metacognitive strategy training on improving grammar achievement of engineering students. The subjects of the study were 66 preparatory year engineering students divided into two groups , an experimental (n=31) and a control (n=35). Both groups studied some grammatical structures included in the syllabus assigned for a technical English course. Only the experimental group was trained by the selected metacognitive strategies (thinking aloud, metacognitive scaffolding and self-questioning) in combination with the cognitive ones(inductive and deductive), while the control group studied grammar through the cognitive grammar teaching strategies. The t-test for comparing the two groups. Results obtained showed significant differences between the two groups on the grammar achievement test in favor of the experimental one. Besides, the metacognitive strategy questionnaire revealed better metacognitive strategy use as for the experimental group. The study recommended using a combination of cognitive and metacognitive strategy for EFL pedagogical practices in the Egyptian context. | Format: Paperback | Language/Sprache: english | 160 pp. Bookseller Inventory # K9783659225703

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Book Description LAP Lambert Academic Publishing Feb 2016, 2016. Taschenbuch. Book Condition: Neu. Neuware - This study investigated the effect of a suggested metacognitive strategy training on improving grammar achievement of engineering students. The subjects of the study were 66 preparatory year engineering students divided into two groups , an experimental (n=31) and a control (n=35). Both groups studied some grammatical structures included in the syllabus assigned for a technical English course. Only the experimental group was trained by the selected metacognitive strategies (thinking aloud, metacognitive scaffolding and self-questioning) in combination with the cognitive ones(inductive and deductive), while the control group studied grammar through the cognitive grammar teaching strategies. The t-test for comparing the two groups. Results obtained showed significant differences between the two groups on the grammar achievement test in favor of the experimental one. Besides, the metacognitive strategy questionnaire revealed better metacognitive strategy use as for the experimental group. The study recommended using a combination of cognitive and metacognitive strategy for EFL pedagogical practices in the Egyptian context. 160 pp. Englisch. Bookseller Inventory # 9783659225703

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Book Description LAP Lambert Academic Publishing Feb 2016, 2016. Taschenbuch. Book Condition: Neu. Neuware - This study investigated the effect of a suggested metacognitive strategy training on improving grammar achievement of engineering students. The subjects of the study were 66 preparatory year engineering students divided into two groups , an experimental (n=31) and a control (n=35). Both groups studied some grammatical structures included in the syllabus assigned for a technical English course. Only the experimental group was trained by the selected metacognitive strategies (thinking aloud, metacognitive scaffolding and self-questioning) in combination with the cognitive ones(inductive and deductive), while the control group studied grammar through the cognitive grammar teaching strategies. The t-test for comparing the two groups. Results obtained showed significant differences between the two groups on the grammar achievement test in favor of the experimental one. Besides, the metacognitive strategy questionnaire revealed better metacognitive strategy use as for the experimental group. The study recommended using a combination of cognitive and metacognitive strategy for EFL pedagogical practices in the Egyptian context. 160 pp. Englisch. Bookseller Inventory # 9783659225703

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Book Description LAP Lambert Academic Publishing. Paperback. Book Condition: New. Paperback. 160 pages. Dimensions: 8.7in. x 5.9in. x 0.4in.This study investigated the effect of a suggested metacognitive strategy training on improving grammar achievement of engineering students. The subjects of the study were 66 preparatory year engineering students divided into two groups , an experimental (n31) and a control (n35). Both groups studied some grammatical structures included in the syllabus assigned for a technical English course. Only the experimental group was trained by the selected metacognitive strategies (thinking aloud, metacognitive scaffolding and self-questioning) in combination with the cognitive ones(inductive and deductive), while the control group studied grammar through the cognitive grammar teaching strategies. The t-test for comparing the two groups. Results obtained showed significant differences between the two groups on the grammar achievement test in favor of the experimental one. Besides, the metacognitive strategy questionnaire revealed better metacognitive strategy use as for the experimental group. The study recommended using a combination of cognitive and metacognitive strategy for EFL pedagogical practices in the Egyptian context. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Bookseller Inventory # 9783659225703

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Book Description LAP Lambert Academic Publishing, United States, 2016. Paperback. Book Condition: New. Language: English . Brand New Book ***** Print on Demand *****.This study investigated the effect of a suggested metacognitive strategy training on improving grammar achievement of engineering students. The subjects of the study were 66 preparatory year engineering students divided into two groups, an experimental (n=31) and a control (n=35). Both groups studied some grammatical structures included in the syllabus assigned for a technical English course. Only the experimental group was trained by the selected metacognitive strategies (thinking aloud, metacognitive scaffolding and self-questioning) in combination with the cognitive ones(inductive and deductive), while the control group studied grammar through the cognitive grammar teaching strategies. The t-test for comparing the two groups. Results obtained showed significant differences between the two groups on the grammar achievement test in favor of the experimental one. Besides, the metacognitive strategy questionnaire revealed better metacognitive strategy use as for the experimental group. The study recommended using a combination of cognitive and metacognitive strategy for EFL pedagogical practices in the Egyptian context. Bookseller Inventory # AAV9783659225703

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Book Description LAP Lambert Academic Publishing Feb 2016, 2016. Taschenbuch. Book Condition: Neu. This item is printed on demand - Print on Demand Neuware - This study investigated the effect of a suggested metacognitive strategy training on improving grammar achievement of engineering students. The subjects of the study were 66 preparatory year engineering students divided into two groups , an experimental (n=31) and a control (n=35). Both groups studied some grammatical structures included in the syllabus assigned for a technical English course. Only the experimental group was trained by the selected metacognitive strategies (thinking aloud, metacognitive scaffolding and self-questioning) in combination with the cognitive ones(inductive and deductive), while the control group studied grammar through the cognitive grammar teaching strategies. The t-test for comparing the two groups. Results obtained showed significant differences between the two groups on the grammar achievement test in favor of the experimental one. Besides, the metacognitive strategy questionnaire revealed better metacognitive strategy use as for the experimental group. The study recommended using a combination of cognitive and metacognitive strategy for EFL pedagogical practices in the Egyptian context. 160 pp. Englisch. Bookseller Inventory # 9783659225703

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