The role of teachers’ metacognitive awareness on language learners’ knowledge of grammar and critical thinking skills

Autores/as

  • Hasan Haghani Zadeh Islamic Azad University. Central Tehran Branch, Tehran, Iran.
  • Parviz Behrouzi Islamic Azad University Central Tehran Branch, Tehran, Iran.

DOI:

https://doi.org/10.20952/revtee.v13i32.13618

Resumen

The present study was an attempt to discover the probable effects of EFL teachers’ Metacognitive Awareness (MA) on Iranian EFL learners’ knowledge of grammar and critical thinking ability. The study aimed to see whether or not teachers’ MA can improve language learner’ knowledge of grammar and critical thinking skill. To this end, 100 EFL teachers were selected and completed Metacognitive Awareness Inventory (MAI). Then, 10 teachers with lowest degree of MA and 10 with highest degree of MA were selected to teach 207 intermediate language learners. The learners selected took a grammar tests and a critical thinking ability questionnaire test before and after the treatment. Collecting and analyzing the data, it was revealed that teachers’ MA affected language learners’ knowledge of grammar, while it did not influence the participants’ critical thinking skills. The findings of the present study might be useful for language teachers and teacher trainers.

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Biografía del autor/a

Hasan Haghani Zadeh , Islamic Azad University. Central Tehran Branch, Tehran, Iran.

Ph. D candidate in TEFL, Department of English Teaching, Islamic Azad University Central Tehran Branch, Tehran, Iran.

ORCID: https://orcid.org/0000-0002-1017-8668

Parviz Behrouzi, Islamic Azad University Central Tehran Branch, Tehran, Iran.

Assistant professor, Department of English Teaching, Islamic Azad University Central Tehran Branch, Tehran, Iran.

ORCID: https://orcid.org/0000-0003-3039-4613

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Publicado

2020-05-07

Cómo citar

Zadeh , H. H. ., & Behrouzi, P. . (2020). The role of teachers’ metacognitive awareness on language learners’ knowledge of grammar and critical thinking skills. Revista Tempos E Espaços Em Educação, 13(32), 1–23. https://doi.org/10.20952/revtee.v13i32.13618

Número

Vol. 13 Núm. 32 (2020): Publicação Contínua

Sección

Publicação Contínua

Licencia

À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.