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Writing Metacognitive Strategy-Based Instruction through Flipped Classroom: An Investigation of Writing Performance, Anxiety, and Self-Efficacy
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Khosravi, Rahele; Dastgoshadeh, Adel; Jalilzadeh, Kaveh – Smart Learning Environments, 2023
This study aimed at exploring the effect of implementing writing metacognitive strategies via flipped classrooms on the Iranian EFL learners' achievement, anxiety, and self-efficacy in writing. The study involved 45 intermediate learners of both genders, selected using a random convenience sampling method. The participants' English proficiency was…
Descriptors: Writing (Composition), Writing Strategies, Metacognition, Flipped Classroom
The Effect of Different Types of Written Scaffolds on EFL Learners' Perception of Writing Self-Regulatory Skills
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Hemmati, Fatemeh; Mortazavi, Mahboobeh – Reading & Writing Quarterly, 2017
This study aimed to investigate the impact of different types of scaffolds on the writing regulatory skills of a cohort of Iranian learners of English (N = 120). The article reports a comparison of the pretest and posttest performance of learners in 4 experimental conditions--namely, the metacognitive scaffolds, conceptual scaffolds, procedural…
Descriptors: Scaffolding (Teaching Technique), Foreign Countries, English (Second Language), Second Language Learning
EFL Students' Attitudes towards Self-Regulated Learning Strategies in Academic Writing
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Abadikhah, Shirin; Aliyan, Zahra; Talebi, Seyed Hassan – Issues in Educational Research, 2018
The aim of the present study was to investigate EFL university students' attitude towards self-regulated learning strategies in writing academic papers. A further aim of the study was to compare the attitudes of two groups of university students (third and fourth years) in the employment of self-regulated learning strategies to find out whether…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Student Attitudes
The Effects of Pre-Task, On-Line, and Both Pre-Task and On-Line Planning on Fluency, Complexity, and Accuracy--The Case of Iranian EFL Learners' Written Production
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Piri, Faramarz; Barati, Hossein; Ketabi, Saeed – English Language Teaching, 2012
Previous studies on the effect of planning on language production have revealed that planning does have a positive effect on language performance in terms of fluency, complexity, and accuracy. The present study was an attempt to investigate the effects of pre-task, on-line, and both pre-task and on-line planning on fluency, accuracy, and…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction