کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
364926 621097 2013 6 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Intelligence and metacognition as predictors of foreign language achievement: A structural equation modeling approach
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
پیش نمایش صفحه اول مقاله
Intelligence and metacognition as predictors of foreign language achievement: A structural equation modeling approach
چکیده انگلیسی

This study examined the role of metacognition and intelligence in foreign language achievement on a sample of 143 Iranian English as a Foreign Language (EFL) learners. Participants completed Raven's Advanced Progressive Matrices as a measure of intelligence, and Metacognitive Awareness Inventory as a measure of metacognition. Learners' scores at the end of the semester were aggregated as a measure of foreign language achievement. The findings revealed that intelligence accounts for 12.2% of the variance in foreign language achievement, and metacognition accounts for 17.6% of the variance. Although each of them had a unique impact on foreign language achievement, metacognition outweighs intelligence as a predictor of foreign language achievement. Finally, the pedagogical implications were discussed in light of foreign language achievement.


► The role of metacognition and intelligence was examined in foreign language achievement.
► Both of them had a unique contribution to foreign language achievement.
► Metacognition outweighed intelligence as a predictor of foreign language achievement.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 24, April 2013, Pages 176–181
نویسندگان
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