چکیده:
EFL learners may advocate the desire to have a fulfilling experience while doing tasks rather than focus solely on finishing them. However, learners' perspectives have been virtually ignored in the classroom task implementation. Thus, the current study attempted to explore the perceptions of Iranian EFL learners towards listening pre-tasks in motivational and cognitive strategies instruction as a possible way to improve the quality of listening tasks experience. To this end, seventy-three EFL learners were divided into an experimental group (n= 37) who received both motivational and cognitive strategies instruction and a control group (n= 36) who received no strategies instruction. The data for the study were collected by means of a self-report task evaluation questionnaire, which assessed the participants’ subjective experience based on six subscales: interest/enjoyment, perceived competence, value/usefulness, effort/importance, felt pressure/tension and perceived choice during task-based activities of the listening comprehension. The data were enriched with the participants’ written comments, which were later content analyzed. Results indicate that the experimental group had more significant levels of positive experience related to the listening tasks than the control group. The findings of the study could be indicative of the efficacy of pre-task strategies instruction in addressing both motivational and cognitive aspects of listening pre-tasks and of how motivation and cognition interact to give shape to the unique subjective experience of EFL learners.
خلاصه ماشینی:
Listening Pre-tasks in Motivational and Cognitive Strategies Instruction and Quality of Subjective Experience: EFL Learners’ Perspectives ID: IJEAP-1802-1164 Mohammad Reza Hasannejad *1 Masoud Zoghi2 Hanieh Davatgari Asl3 Abstract Received: 22/04/2017 Accepted: 09/09/2017 Available online: 02/02/2018EFL learners may advocate the desire to have a fulfilling experience while doing tasks rather than focus solely on finishing them.
The data for the study were collected by means of a self-report task evaluation questionnaire, which assessed the participants’ subjective experience based on six subscales: interest/enjoyment, perceived competence, value/usefulness, effort/importance, felt pressure/tension and perceived choice during task-based activities of the listening comprehension.
Thus, it can be inferred that a greater psychological awareness of the task would lead in more use of cognitive strategies, resulting in deeper processing and superior quality of learning experiences (Chiecher, Donolo,& Rinaudo, 2007; Schunk & Zimmerman, 2009).
, 2013; Dembovskaya, 2009; Farrokhi & Modarres, 2012; Guilloteaux & Dörnyei, 2008; Ma, 2009; Mozgalina, 2015; Poupore, 2014; Sadighi & Zare, 2002; Wang, Huang,& Hsu, 2015)have mostly confirmed that tasks-involving motivational and/or cognitive pre-task strategies can produce interesting results.
Given the discussion above, the present study was conducted explored the subjective experience of EFL learners after they had engaged in listening pre-tasks in motivational and cognitive strategies instruction.
As such, the research question guiding this study was as follows: RQ1: Is there a significant difference in the subjective experience (with regard to the following subscales: interest/enjoyment, perceived competence, value/usefulness, effort/importance, felt pressure/tension and perceived choice) of EFL learners who receive listening pre-tasks in motivational and cognitive strategies instruction and that of those who receive no strategies?