Volume 6, Issue 1 (March 2024)
IEEPJ 2024, 6(1): 58-77 |
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Amirjalili F. (2024). An Investigation on Meta-cognitive Strategies Training and Pragmatic Knowledge in Online Contexts. IEEPJ. 6(1), 58-77. doi:10.22034/6.1.58
URL: http://ieepj.hormozgan.ac.ir/article-1-795-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-795-en.html
Assistant Professor, Department of English Language and Literature, Yazd University, Yazd, Iran , f.amirjalili@yazd.ac.ir
Abstract: (362 Views)
Objective: Online learning is an area that reflects the integration of technology in education. Moreover, pragmatic knowledge, as an important part of EFL learning, cannot be neglected in EFL research. The pivotal role of meta-cognitive strategies is also undeniable in EFL learning.
Methods: This qualitative study sought to delve into the perceptions of EFL learners on the effectiveness of online meta-cognitive strategies training on their pragmatic knowledge. The participants included 20 conveniently selected female Iranian intermediate EFL learners who were studying EFL at a private language institute in Yazd, Iran. Data collection was done via a semi-structured interview. Data analysis was done through thematic analysis.
Results: The results uncovered the following perceptions: Improving productive skills, improving eagerness to learn English pragmatics, decreasing exhaustion, increasing learning control, increasing learning preservation, increasing self-esteem, changing self-concept, and improving class interaction. These findings have implications for EFL teachers, learners, and curriculum planners. EFL teachers can effectively incorporate online meta-cognitive strategies training into their pragmatics teaching strategies. EFL learners are recommended to take advantage of online meta-cognitive strategies training to have more agency in learning, learn pragmatics for a longer time, experience higher levels of self-esteem and self-concept and enjoy more interactions with their classmates.
Conclusions: EFL curriculum developers can integrate online meta-cognitive strategies training into future curricula, enriching pragmatics learning experiences of EFL learners.
Methods: This qualitative study sought to delve into the perceptions of EFL learners on the effectiveness of online meta-cognitive strategies training on their pragmatic knowledge. The participants included 20 conveniently selected female Iranian intermediate EFL learners who were studying EFL at a private language institute in Yazd, Iran. Data collection was done via a semi-structured interview. Data analysis was done through thematic analysis.
Results: The results uncovered the following perceptions: Improving productive skills, improving eagerness to learn English pragmatics, decreasing exhaustion, increasing learning control, increasing learning preservation, increasing self-esteem, changing self-concept, and improving class interaction. These findings have implications for EFL teachers, learners, and curriculum planners. EFL teachers can effectively incorporate online meta-cognitive strategies training into their pragmatics teaching strategies. EFL learners are recommended to take advantage of online meta-cognitive strategies training to have more agency in learning, learn pragmatics for a longer time, experience higher levels of self-esteem and self-concept and enjoy more interactions with their classmates.
Conclusions: EFL curriculum developers can integrate online meta-cognitive strategies training into future curricula, enriching pragmatics learning experiences of EFL learners.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/10/23 | Accepted: 2023/12/30 | Published: 2024/03/1
Received: 2023/10/23 | Accepted: 2023/12/30 | Published: 2024/03/1
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