چکیده:
Research has shown that writing skill of Iranian learners is not at a satisfactory level. One of the ways to develop writing ability is to improve strategic behavior of learners. The current study set out to compare writing performances and patterns of using metacognitive strategies in bilinguals and monolinguals as well as seniors and freshmen students. A total of 176 English major university students took part in the study (88 bilinguals and 88 monolinguals). Data were collected through three instruments: a background questionnaire, a writing metacognitive strategy questionnaire, and participants’ compositions. A two-way factorial ANOVA was used to analyze the data obtained through the strategy questionnaire. Since the composition data were not parametric, two Kruskall-Wallis tests were employed for data analysis. The results revealed that bilinguals used more metacognitive strategies and had higher writing scores than monolinguals. In addition, seniors had better writing performance than freshmen while the difference between them in using strategies was not significant. Based on the results, it can be concluded that teaching writing metacognitive strategies may result in a better writing performance.
خلاصه ماشینی:
Bilingual and Monolingual EFL learners’ Use of Writing Metacognitive Strategies and Writing Performance Fatemeh Poorebrahim 1*, Mohammad Hassan Tahririan 2, Katayoon Afzali 3 1 Ph. D student at Sheikhbahaee University, Isfahan, and faculty member at University of Maragheh, Maragheh, Iran 2 Professor at Sheikhbahaee University, Isfahan, Iran 3 Assistant Professor at Sheikhbahaee University, Isfahan, Iran Received: 02/08/2016 Accepted: 11/01/2017 Research has shown that writing skill of Iranian learners is not at a satisfactory level.
One of the sources of difference in the underlying processes of L1, L2, and L3 may be the number of languages one knows; bilinguals have better cognitive development (Cenoz, 2003), higher metalinguistic awareness (Herdina & Jessner, 2002; Kuile, Veldhuis, Van Veen, & Wicherts, 2011), increased syntactic awareness (Davidson, Raschke, & Pervez, 2010; Foursha-Stevensonv, 2011), and improved communicative skills (Kuipers & Thierry, 2015; Dewaele, 2010).
They have investigated different areas of L3 including, learning imperative verbs (Sobhani & Vaysi, 2015), reading comprehension and its relation to strategies (Afsharrad & Sadeghi Benis, 2017; Tafarroji Yeganeh & Malekzadeh, 2015; Keshavarz & Ghamoushi, 2014; Maghsudi & Talebi, 2009; Modirkhamene, 2006), relative clauses (Moghtadi, Koosha, & Lotfi, 2015), English dictation performance (Poorsoti & Assadi Aidinlou, 2016), vocabulary learning (Keikhaie, Khoshkhoonejad, Mansoorzadeh, & Panahandeh, 2015; Zarghami & Bagheri, 2014; Zargosh, Karbalaei, & Afraz, 2013; Zare & Davoudi Mobarakeh, 2013; Kassaian & Esmae’li, 2011; Keshavarz & Astaneh, 2004), pragmatic awareness (Rahimi Domakani, Hashemian & Mansoori, 2013), grammar (Yeganeh, Ghoreyshi, Darabi, 2013), and language learning strategy use (Sa’di, Sa’di, & Zarin Shoja, 2013; Seifi & Abdolmanafi Rokni, 2013).