دومین نسخه چاپی مجله فصلنامه مطالعات ادبی و فرهنگی معاصر
آیین نامه نشریات علمی مصوب اردیبهشت ۱۳۹۸
شیوه نامه ارزیابی و رتبه بندی نشریات علمی

  اخبار و اعلانات

 آمار

تعداد نشریات31
تعداد شماره‌ها390
تعداد مقالات3,789
تعداد مشاهده مقاله5,252,205
تعداد دریافت فایل اصل مقاله5,500,316
Eassavi Dizaj Tekie, Dilmon, Nemati, Majid. (1404). The Effect of Cognitive and Meta-Cognitive Scaffolding on EFL Learners’ Oral Skills, Self-regulation, and Learners’ Attitudes. , (), -. doi: 10.22034/jls.2025.144177.1289
Dilmon Eassavi Dizaj Tekie; Majid Nemati. "The Effect of Cognitive and Meta-Cognitive Scaffolding on EFL Learners’ Oral Skills, Self-regulation, and Learners’ Attitudes". , , , 1404, -. doi: 10.22034/jls.2025.144177.1289
Eassavi Dizaj Tekie, Dilmon, Nemati, Majid. (1404). 'The Effect of Cognitive and Meta-Cognitive Scaffolding on EFL Learners’ Oral Skills, Self-regulation, and Learners’ Attitudes', , (), pp. -. doi: 10.22034/jls.2025.144177.1289
Eassavi Dizaj Tekie, Dilmon, Nemati, Majid. The Effect of Cognitive and Meta-Cognitive Scaffolding on EFL Learners’ Oral Skills, Self-regulation, and Learners’ Attitudes. , 1404; (): -. doi: 10.22034/jls.2025.144177.1289

The Effect of Cognitive and Meta-Cognitive Scaffolding on EFL Learners’ Oral Skills, Self-regulation, and Learners’ Attitudes

پژوهش‌های زبان‌شناسی: نظریه و کاربرد
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 24 آذر 1404    اصل مقاله (675.19 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22034/jls.2025.144177.1289
نویسندگان
Dilmon Eassavi Dizaj Tekie* 1؛ Majid Nemati2
1Ph.D. Candidate, Department of English Language and Literature, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran
2Professor, Department of English Language and Literature, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran.
چکیده
The proficiency of EFL learners is often assessed based on their oral skills at first encounters. For this reason, cognitive and meta-cognitive scaffolding strategies can help learners achieve this objective through setting goals, planning, feedback and self-assessing. To investigate the data, a sample of 180 male and female pre-intermediate learners were selected for mixed-methods study via four reliable and valid instruments of Oxford Placement Test, Preliminary English Test, self- regulation questionnaire and semi-structured interview. After 16 treatment sessions, the researchers compared the performances in each parts of the pretests and posttests. At first, the quantitative data were analyzed using the SPSS, and then, the results were compared through ANOVA to discover the differences. For the qualitative part, a five-step semi-structured interview was applied to investigate attitudes using NVIVO 8. The findings revealed that the strategies had significant impacts on learners’ listening and speaking proficiency as well as their self-regulation and promoting their attitudes.
کلیدواژه‌ها
Cognitive and meta-cognitive scaffolding؛ EFL learners؛ learners’ attitudes؛ oral skills؛ self-regulation
مراجع
آمار
تعداد مشاهده مقاله: 3


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب