EFL Teachers' Attitudes towards the Effectiveness of Metacognitive Strategies Used by High School Students

Hanieh Garmabi and Gholamreza Zareian

International Journal of Learning and Development, 2016, vol. 6, issue 1, 61-75

Abstract: In any educational program, the most influential factor affecting the students¡¯ level of improvement ?is the teacher (Rama, 2011). Indeed, the teacher is assigned such an importance that his/her attitude is important for improving educational process and more influential than a teacher¡®s knowledge (Xu, 2012). Hence, this study intends to examine the teachers' attitude towards the effectiveness of metacognitive strategies used by high school students. To achieve the study goals, 100 teachers who taught English at different high schools of three Cities of Iran were asked to complete 34 item thesis questionnaire which investigated the teachers' attitude toward the effectiveness of metacognitive strategy use while reading a text. The results of statistical analysis indicated that while male and female teachers have the same attitude about reading and post-reading metacognitive strategies, they have significantly different attitudes about pre-reading metacognitive strategies. The results offer implications and suggestions for the pedagogical considerations within the school and even at university contexts.?

Date: 2016
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.macrothink.org/journal/index.php/ijld/article/download/9124/7413 (application/pdf)
http://www.macrothink.org/journal/index.php/ijld/article/view/9124 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:mth:ijld88:v:6:y:2016:i:1:p:61-75

Access Statistics for this article

International Journal of Learning and Development is currently edited by Hugh Butler

More articles in International Journal of Learning and Development from Macrothink Institute
Bibliographic data for series maintained by Technical Support Office ().