The effect of using cognitive and metacognitive strategies on Jordanian secondary stage students' speaking skill in English
Other Title(s)
أثر استخدام الاستراتيجيات المعرفية و فوق المعرفية في مهارة المحادثة باللغة الانجليزية لدى طلبة المرحلة الثانوية في الأردن
Dissertant
Thesis advisor
Comitee Members
al-Makhzumi, Khalaf Falah
al-Khawlidah, Ahmad Hamad
al-Kumi, Abd al-Salam Abd al-Khaliq
University
Amman Arab University
Faculty
Faculty of Educational Sciences and psychological
Department
Department of Curriculum and Instruction
University Country
Jordan
Degree
Ph.D.
Degree Date
2008
English Abstract
This study aimed at investigating the effect of using cognitive and metacognitive strategies on Jordanian secondary stage students' speaking skill in English.
It attempted to answer the following main question:What is the effect of using cognitive and Metacognitive strategies on the development of Jordanian secondary stage students' speaking skill in English? To answer the main question, the following three questions were addressed: 1.
Are there any significant differences in the Jordanian secondary stage students' speaking skill in English due to the teaching strategies (Cognitive, Metacognitive and Conventional)? 2.
Are there any significant differences in the Jordanian secondary stage students' speaking skill in English due to the use of the cognitive strategies (Problem solving and Elaboration)? 3.
Are there any significant differences in the Jordanian secondary stage students' speaking skill in English due to the use of the metacognitive strategies (Organizational planning and Self-evaluation)? The subjects of the study were purposefully chosen, consisting of three first secondary classes from Al-Sarih Secondary School for Girls and two first secondary classes from Al-Husun Secondary School for Girls.
Each class consisted of 25 female students, so a total of 125 female students participated in the study.
This study used the quasi-experimental design.
This design had five groups: four experimental groups and one control group with the same pretest and posttest for each group.
The researcher redesigned the speaking activities in Units 10, 11 12, 13, 14, and 15 from AMRA according to the four speaking strategies.
The researcher produced 24 lesson plans.
Every unit was produced along the four strategies: two cognitive strategies: problem-solving and elaboration, and two metacognitive strategies: organizational planning and self-evaluation.
Students in the control group were taught the material in the textbook.
Their teacher was asked to prepare the lesson plans for the speaking activities taking into consideration the objectives stated in the teacher's book. The proposed speaking program was validated using proper procedures. To achieve the aims of the study, the researcher developed a speaking achievement test which was also validated properly. ANCOVA test was used to examine if the differences among the three groups were significant.
The findings of the study were as follows: 1.
There were statistically significant differences in the students' speaking skill due to the teaching strategies (Cognitive, Metacognitive and Conventional) in favour of the cognitive strategies. 2.
There were statistically significant differences in the students' speaking skill due to the use of the cognitive strategies (Problem solving and Elaboration) in favour of the elaboration strategy. 3.
There was a statistically significant difference in the students' speaking skill due to the use of the metacognitive strategies (Organizational planning and Self-evaluation) in favour of the organizational planning. Based on the results, the researcher recommended researchers to conduct similar studies on other basic classes.
Teachers were urged to vary using different cognitive and metacognitive strategies and give students sufficient time to practice using the speaking skill concentrating on fluency rather than on accuracy.
The Ministry of Education is recommended to hold regular meetings and workshops to train teachers on how to implement and carry out a speaking activity successfully.
Main Subjects
Educational Sciences
Languages & Comparative Literature
Topics
No. of Pages
174
Table of Contents
Table of contents.
Abstract.
Abstract in Arabic.
Chapter One : Introduction.
Chapter Two : Review of related literature.
Chapter Three : Research method and procedures.
Chapter Four : Findings of the study.
Chapter Five : Discussion of the findings, conclusion, pedagogical implications and recommendation.s
References.
American Psychological Association (APA)
Shatnawi, Ahmad Mahmud Falih. (2008). The effect of using cognitive and metacognitive strategies on Jordanian secondary stage students' speaking skill in English. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-435593
Modern Language Association (MLA)
Shatnawi, Ahmad Mahmud Falih. The effect of using cognitive and metacognitive strategies on Jordanian secondary stage students' speaking skill in English. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University. (2008).
https://search.emarefa.net/detail/BIM-435593
American Medical Association (AMA)
Shatnawi, Ahmad Mahmud Falih. (2008). The effect of using cognitive and metacognitive strategies on Jordanian secondary stage students' speaking skill in English. (Doctoral dissertations Theses and Dissertations Master). Amman Arab University, Jordan
https://search.emarefa.net/detail/BIM-435593
Language
English
Data Type
Arab Theses
Record ID
BIM-435593
