Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
364926 | Learning and Individual Differences | 2013 | 6 Pages |
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.