PE 80

The comparative investigation of training autonomous learning at two proficiency levels

كارشناسي ارشد

آموزش زبان انگليسي

رشت

95/11/14

112ص.

فريدون وحداني

محمد آقاجانزاده

Learner Autonomy , Learner Training , Metacognitive Strategies , Cognitive Strategies , Socio-affective Strategies

وحداني،فريدون،راهنما , آقاجانزاده،محمد،مشاور

This study aimed to investigate the possible differences an​d the main features of training autonomous learning at elementary an​d advanced levels. The study was conducted on both qualitative an​d quantitative basis in which two groups with different proficiency levels were compared in terms of the strategy instruction. Out of 10 elementary an​d 10 advanced classes in Time English Institute, five elementary an​d five advanced classes were randomly selected for conducting the comparative investigation. The required data were collected through observations of the classes an​d semi-structured interviews with the teachers. In this regard, a checklist for the observations an​d some questions for the interviews were drawn up according to the framework of OʹMalley an​d Chamot (1990) on learning strategies. This study was an attempt to examine EFL teachers’ pattern of strategy use operated to train autonomous EFL learners. The analysis of the data indicated that EFL teachers employed higher metacognitive strategies in advanced classes compared to elementary classes. They utilized higher cognitive strategies in advanced classes an​d employed higher socio-affective strategies in elementary classes. The results of the non-parametric Chi- Square Test an​d Phi an​d Cramersʹ V tests revealed that there was a significant relationship between EFL teachers’ use of subsets of strategies for training autonomous learning (metacognitive, cognitive, an​d socio- affective strategies) an​d the students’ foreign language proficiency ( p≤ .05).

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