چکیده:
Though privileges ascribed to various facets of language learning strategy training have long been espoused with regard to varied language skills and components, the role some individual variables such as emotional intelligence might play in this respect seems to have received very scant attention. The researchers in the current study embarked on a probe into the impact of metacognitive strategy training on Iranian EFL learners' argumentative writing performance, in the light of individuals' emotional intelligence and gender differences. To this end, a total of 69 advanced EFL institute learners were selected as the participants of the research. The experimental group members were, then, treated through the application of O'Malley and Chamot's (1990) CALLA (Cognitive Academic Language Learning Approach) for metacognitive writing strategy training. Moreover, Bar-On's (1997a, 1997b) Emotional Quotient Inventory (EQ-i) was administered to learners to gain insight into their emotional intelligence status. The final analysis of data via running t-test and three-way ANOVA revealed significant differences between the performance of control and experimental groups. Additionally, while gender differences were found to produce significant writing performance differences, disparities in learners' emotional intelligence level didn't significantly affect the degree of gains resulting from metacognitive strategy training.
خلاصه ماشینی:
"The researchers in the current study embarked on a probe into the impact of metacognitive strategy training on Iranian EFL learners' argumentative writing performance, in the light of individuals' emotional intelligence and gender differences.
Additionally, while gender differences were found to produce significant writing performance differences, disparities in learners' emotional intelligence level didn't significantly affect the degree of gains resulting from metacognitive strategy training.
To perform the study, these researchers administered Learning and Study Strategies Inventory (LASSI) and Bar- On's EQ-i to 100 university students and encountered a significant amount of relationship between learners' emotional intelligence and their strategy use.
Furthermore, the third null hypothesis claiming no significant gender-induced differences between the argumentative writing performances of Iranian EFL learners prior and successive to meta-cognitive strategy training is also rejected.
Yet, the findings gained for the second research question in the current study run partly contrary to those obtained by Aghasafari (2006) and Hasanzadeh and Shahmohamadi (2011), as both these studies came up with a significant correlation between the use of learning strategies and learners' emotional intelligence.
It must also be noted that even if in the current study emotional intelligence was not found to be of a significant role concerning the learners' writing enhancement as a result of metacognitive strategy training, the key role this highly crucial learner factor is said to play in different aspects of educational achievement is not to be disregarded by educationalists."