Abstract
This study, which is part of doctoral research into applied Arabic linguistics and comparison, aimed to identify the impact of teaching using metacognitive learning strategies on developing linguistic competence for the Arabic language for deaf learners in LALLA ASMAE foundation for deaf children in Rabat-Morocco. To achieve the research objectives, theresearcher used the descriptive and the quasi-experimental methodologies approaches, and the research sample comprised two groups; experimental have been learned by the 5E-Learning cycle strategy and Self-Questioning, and the control group by an ordinary method.Study tools:- Mykle Bust test for diagnosis of learning disabilities.- Linguistic competence test (examined its psychometric stabilities).The results showed that there were significant differences at (α 0.05) between the average scores of the learners of the experimental and control group in the post-test of the linguistic competence in the Arabic language in favor of the experimental group used the 5E-Learning cycle and self-questioning strategy in teaching. There were also no statistically significant differences at (α 0.05) in the mean of student's scores on the post-test of the linguistic competence and language Fields due to the gender variable. Results confirm the positive effect of metacognitive strategies, specifically the 5E-Learning cycle and Self-Questioning. So, it is recommended to increase the use of metacognitive strategies in the educational learning process, especially for Hearing impairment learners and encouraging research to apply metacognitive strategies in teaching various fields of Arabic language skills in addition to generalizing the study of these strategies at different educational levels
Published Version
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