Abstract
Previous studies show that psychiatric conditions can influence educational achievements of learners. This study aims to investigate the differences between TEFL students with mental health disorders and normal students in cognitive strategy use in L2 writing. Seventy and two EFL postgraduate and under graduate students of Najafabad Branch, Islamic Azad University participated in this study. They were selected through random sampling. The materials were Quick Oxford Placement Test (QOPT), Beck Depression Inventory (BDI), Modsley Obsessive Compulsive Inventory(MOCI), writing strategy questionnaire, Semi- structured interview. Although, people with OCD and people with depression show cognitive impairment, the study indicates no difference between students with mental health disorders and normal students in cognitive strategy use. It seems that cognitive impairment in OCD and depression does not play an important role in selecting cognitive strategies in writing. Besides the findings of this study, further research is required to show the importance of psychological problems in the process of learning to language teachers in order to help learners in this respect. DOI: 10.5901/mjss.2014.v5n23p882
Highlights
Due (2012) believed that beliefs, affective states, general factors, and previous learning experiences together with different situational factors which are considered as individual learner differences establish the learners’ choice of learning strategies
Because students with mental health problems present a challenge for teachers, this study aims to find out the differences between people with mental health disorders and normal people in cognitive strategy use in L2 writing
The current study investigates the differences between TEFL students with mental health disorders and normal students in cognitive strategy use in L2 writing
Summary
Due (2012) believed that beliefs, affective states, general factors, and previous learning experiences together with different situational factors which are considered as individual learner differences establish the learners’ choice of learning strategies. According to Cohen (1996), studies on LLS have viewed cognitive and meta-cognitive strategy use These studies do not succeed in gathering, analyzing, or reporting personality-related, social, and demographic information about the subjects. Some researchers emphasized the investigation of psychological factors like personality-related, social, beliefs, attitudes, anxiety, and general personality factors such as introversion/ extroversion, reflectiveness/impulsiveness, selfconfidence, self-concept, self- creativity, and motivation (intrinsic/extrinsic) in relation to LLS. For example Cohen and Oxford ( 1992) believed that factors such as motivation, beliefs, attitudes, anxiety, learning style, world knowledge, sex, and ethnicity have received lesser emphasis. Schmeck (1988) encouraged researchers to scrutinize learning styles and learning strategies in the context of general personality factors such as introversion/extroversion, reflectiveness/ impulsiveness, field independence/ dependence, self-confidence, self-concept, self-efficacy, creativity, anxiety, and intrinsic and extrinsic motivation
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