Abstract
The present study aimed at exploring the effects of cognitive and metacognitive strategy training on the WTC of Iranian EFL learners. The participants of the study included 90 Iranian EFL learners at the intermediate level of English language proficiency. They were divided into three groups based on their performance on a general proficiency test. One group received cognitive strategy instruction, another metacognitive strategy instruction and the last one served as the control group. The participants were also tested before and after the treatment in terms of WTC. The results of statistical analysis showed that both cognitive and metacognitive strategy training had a positive effect on the WTC of Iranian EFL learners. It was also revealed that metacognitive and cognitive strategy training had similar effects on the WTC of the participants.
Highlights
MacIntyre (2007) maintains that the aim of learning an L2 is to acquire linguistic competence along with the knowledge of both the usage as well as use of the linguistic structure
A study conducted by Purpura (1999) indicated that in the case of native English speakers who are engaged in learning foreign languages, metacognitive strategies influence cognitive strategy use positively
Given the importance of WTC and language learning strategies, the current study aimed at investigating the effect of cognitive and metacognitive strategy training on intermediate Iranian EFL learners’ willingness to communicate
Summary
MacIntyre (2007) maintains that the aim of learning an L2 is to acquire linguistic competence along with the knowledge of both the usage as well as use of the linguistic structure. A look at the literature (e.g., Ahmed Mahdi, 2014; Aliakbari, Kamangar, &Khany, 2016; Bergil, 2016; Fahim, &Dhamotharan, 2016; Öz, Demirezen, &Pourfeiz, 2015; Rahbar, Suzani, &Sajadi, 2016; Valadi, Rezaee, &Kogani, 2015; Yousefi, &Kasaian, 2014) indicates that learners with a high level of willing to communicate can take advantage more of the learning opportunities, gaining the ability to become more engaged in learning activities both inside and outside the classrooms. It is very crucial to pinpoint the factors and variables undermining or strengthening the opportunities L2 learners can have to use language communicatively Such an engagement in authentic communication allows the individuals to pick up language thanks to meaningful interaction and communication (Swain, 2000).As a result, the learners are provided with good chance of learning L2.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
