زهرا نقدی، کارشناسی ارشد آموزش زبان انگلیسی، دکتر شیلا خیرزاده

نام و نام خانوادگی:زهرا نقدی
عنوان پایان نامه: Submitted in partial fulfillment of the requirements For the degree of Master of Art
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر شیلا خیرزاده
چکیده:

This quantitative quasi-experimental study aimed to investigate the effectiveness of Drive My Brain Model on Iranian elementary English language learners’ metacognitive awareness of reading skills and cognitive reading strategy use. The DMB Model was intended for students to plan, monitor, and reflect using a visual graphic organizer. Graphic organizers provide students with a tool that helps them take ownership of the concepts they learn as they arrange their thoughts. To this end, 60 Persian-speaking learners of English as a foreign language were recruited from two elementary level intact classes (fifth-graders). They were formed the control group (n=30) and the treatment group (n=30). The Junior Metacognitive Awareness Inventory and the Cognitive Strategies Use Survey were given to the control and experimental groups as pre/post-tests. The collected data were categorized and analyzed through One-way ANCOVA utilizing Statistical Package for Social Sciences (SPSS) software. The findings from quantitative data analysis showed that the Drive My Brain Model significantly increased Iranian elementary English language learners’ metacognitive awareness of reading skills and their cognitive reading strategy use. The existing literature on metacognitive awareness and use of reading strategies were discussed and pedagogical implications were offered. These implications include suggestions made for providing learners with explicit reading strategy instruction and strategy use.

کلیدواژه: : Cognitive Strategies, Drive My Brain Model, Metacognition, Metacognitive Awareness, Metacognitive Regulation, Metacognitive Strategies, Self-Reflected Learning