چكيده
The present study aimed to investigate the effect of using cognitive strategies on EFL learners’ WTC and attribution. From a population of 400, 170 learners were non-randomly selected and given a language proficiency test, NELSON. Consequently 115 homogenous learners in terms of language proficiency were identified and given a WTC questionnaire. As a result, 81 learners who were homogenous in terms of WTC were selected and randomly assigned into two experimental groups (WTC and attribution) and one control group. In both experimental groups, three cognitive strategies, namely repeating, use of visual images, and concept mapping were used as a treatment while the control group received a conventional method of teaching. Using a data obtained from pretest and posttest, the research questions were explored and the results showed that cognitive strategies significantly improve both WTC and attribution. The findings of this study have implications for teachers, students, syllabus designers, and all those who are involved in the process of language teaching and learning to pave the way for promotion in EFL context.
