SETTING-BASED METACOGNITIVE STRATEGY USE (A QUALITATIVE AND QUANTITATIVE EXAMINATION)

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BIRJANDI P.; MIR HASANI A.; ABBASIAN GH.R.

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Paper Information

Journal: JOURNAL OF FACULTY OF LETTERS AND HUMANITIES (TABRIZ) Year:2006 | Volume:49 | Issue:198 Page(s): 39-76

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Information Journal Paper

Title

SETTING-BASED METACOGNITIVE STRATEGY USE (A QUALITATIVE AND QUANTITATIVE EXAMINATION)

Author(s)

BIRJANDI P. | MIR HASANI A. | ABBASIAN GH.R. | Issue Writer Certificate

Keywords

METACOGNITIVE STRATEGIESQ2

EDUCATIONAL SETTINGQ3

AND QUALITATIVE & QUANTITATIVE RESEARCHQ3

Abstract

This article aims to explore a context-bound and methodologically-oriented metacognitive strategy use (MSU). To this end, two major questions converted into respective null hypotheses were raised. The study was carried out in the Iranian educational context conventionally categorized into three settings of: authoritarian, semi-democratic and democratic, due to the varying existing educational policies and planning. The participants (N=180), homogenized based on their scores on TOEFL, answered the Mastegognitive Strategy Questionnaire by Item Type (MSQIT) (Purpura, 1999) version of the Strategy Inventory of Language Learning (SILL) and Good Language Learner's Questionnaire (GLLQ), and did two language tasks accompanied with a video-taped think-aloud protocol on MSU. Both qualitative and quantitative analyses were run. The findings revealed unexpected results in a sense that some underlying aspects attributed to MSU were explored which confirmed the fact that conventional quantitative statistical analysis relying on just statistical significance cannot be convincing enough to explore the construct of metacognition as a subcategory of cognitive phenomena. The study not only showed some statistical significance of MSU in relation to EDUCATIONAL SETTING type but also the qualitative approach led to the exploration of certain sub-strategies and metacognitive processing. The findings also showed that certain subcategories of METACOGNITIVE STRATEGIES (MS) are more context-bound than the others, confirming the fact that type and degree of MSU are subject to EDUCATIONAL SETTING type. The implications of the study are of both theoretical and practical in nature on: (I) the nature of MS, (2) research methods, (3) curriculum development, (4) classroom management, and (5) individualized instructions.

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APA: Copy

BIRJANDI, P., MIR HASANI, A., & ABBASIAN, GH.R.. (2006). SETTING-BASED METACOGNITIVE STRATEGY USE (A QUALITATIVE AND QUANTITATIVE EXAMINATION). JOURNAL OF FACULTY OF LETTERS AND HUMANITIES (TABRIZ), 49(198), 39-76. SID. https://sid.ir/paper/25938/en

Vancouver: Copy

BIRJANDI P., MIR HASANI A., ABBASIAN GH.R.. SETTING-BASED METACOGNITIVE STRATEGY USE (A QUALITATIVE AND QUANTITATIVE EXAMINATION). JOURNAL OF FACULTY OF LETTERS AND HUMANITIES (TABRIZ)[Internet]. 2006;49(198):39-76. Available from: https://sid.ir/paper/25938/en

IEEE: Copy

P. BIRJANDI, A. MIR HASANI, and GH.R. ABBASIAN, “SETTING-BASED METACOGNITIVE STRATEGY USE (A QUALITATIVE AND QUANTITATIVE EXAMINATION),” JOURNAL OF FACULTY OF LETTERS AND HUMANITIES (TABRIZ), vol. 49, no. 198, pp. 39–76, 2006, [Online]. Available: https://sid.ir/paper/25938/en

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