Autonomous Learning and Metacognitive Strategies Essentials in ESP Class

Ajideh, Parviz

doi:10.5539/elt.v2n1p162

Cited by 23 publications

(21 citation statements)

References 20 publications

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“…Strategic reading should be on top of the list of priorities in ELT syllabus so that students transfer it from EGP to ESP when studying for university courses. As claimed by Ajideh (2009) the ideals of ESP teaching will be actualized if the product and the process of learning are considered together and to this purpose learning strategies should play an important role.…”

Section: Resultsmentioning

confidence: 99%

The Relationship of the Process of Reading in EGP with the Process of Reading in ESP and the Product of Reading in EGP and ESP

TALEBI¹,

ABBASABADI²

2015

JEPN

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This study using ex post facto design had two purposes. First, it attempted to fi nd out if there was any relationship between the process of reading in EGP (English for General Purposes) and ESP (English for Specicfi c Purposes). Second, it intended to investigate if the EGP reading process would correlates with the EGP and ESP reading product. Thirty nine Iranian tertiary level students received reading comprehension tests as well as reading strategy questionnaires in EGP and ESP. Based on the mean score of the EGP reading strategy questionnaire the participants were classifi ed into two groups of low and high awareness and use of reading strategies. Analysis of data using one-way ANOVA and multivariate analysis of variance evinced the high group had more awareness and use of strategies in ESP and outperformed the low group in ESP reading comprehension test. However, no signifi cant difference was found in EGP reading comprehension test between the two groups. It was concluded that awareness and use of strategies in EGP coupled with content knowledge would be a good predictor of a successful academic reading performance. EGP teachers would be able to improve the strategic reading competence of students to be transferred to ESP reading tasks. ESP practitioners would be able to do needs analysis for content reading courses so that possible defi ciencies in strategic competence would not result in ineffi ciency in ESP reading. ABSTRAKKajian ini menggunakan reka bentuk ex post facto dengan dua tujuan. Pertama, ia cuba untuk mengetahui jika terdapat sebarang hubungan antara proses membaca dalam EGP (Bahasa Inggeris untuk Tujuan Am) dan ESP (Bahasa Inggeris untuk Tujuan Spesifi k). Kedua, ia bertujuan untuk menyiasat jika proses membaca EGP ada hubung kait dengan EGP dan ESP dengan produk membaca. Seramai 39 orang pelajar Iran yang belajar di peringkat pengajian tinggi diambil untuk menjawab ujian kefahaman membaca dan juga soal selidik strategi bacaan dalam EGP dan ESP. Berdasarkan skor min bagi soal selidik EGP strategi bacaan, para peserta telah dibahagikan kepada dua kumpulan, iaitu pelajar yang mempunyai kesedaran dan penggunaan strategi bacaan tinggi dan rendah. Analisis data menggunakan satu hala ANOVA dan analisis multivariat mendapati bahawa pelajar kumpulan yang tinggi strategi bacaan mempunyai lebih kesedaran dan penggunaan strategi dalam ESP dan mengatasi golongan yang rendah ESP bagi membaca ujian kefahaman. Walau bagaimanapun, tidak ada perbezaan ketara yang terdapat dalam EGP ujian bacaan pemahaman antara kedua-dua kumpulan. Dapat disimpulkan bahawa kesedaran dan penggunaan strategi dalam EGP ditambah dengan pengetahuan kandungan akan menjadi peramal yang baik kepada prestasi bacaan akademik pelajar. EGP guru akan dapat meningkatkan kecekapan membaca strategik pelajar untuk dipindahkan ke tugasan membaca ESP. Pengamal ESP diharapkan dapat melakukan analisis keperluan bagi kursus membaca kandungan supaya kekurangan dalam kecekapan strategik tidak akan menyebabkan ketidakcekapan dalam proses membaca...

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Section: Resultsmentioning

confidence: 99%

The Relationship of the Process of Reading in EGP with the Process of Reading in ESP and the Product of Reading in EGP and ESP

TALEBI¹,

ABBASABADI²

2015

JEPN

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“…Based on the consensus among the Iranian EAP practitioners (e.g., Ajideh, 2009;Atai & Nazari, 2011;Atai & Shoja, 2011;Eslami-Rasekh, 2010;Eslami-Rasekh & Simin, 2011;Farhady, 2005;Fathi, 2008;Hassaskhah, 2005;Hayati, 2008;Soleimani, 2005;Tayebipour, 2005) who believe that Iranian EAP students are either demotivated or lack motivation, the present study proposed the implementation of an authentic context to answer the following question:…”

Section: Research Questionmentioning

confidence: 99%

“…While a large group of students and lecturers have to deal with the courses, there is a consensus among numerous Iranian EAP practitioners on the inefficacy of the courses. Among several criticisms made of the EAP courses in Iran (Afrough, Rahimi & Zarafshan, 2014;Eslami-Rasekh, 2005;Fathi, 2008;Hassaskhah, 2005;Soleimani, 2005;Tayebipour, 2005), students' lack of motivation or their demotivation stand in a remarkable position (Ajideh, 2009;Atai & Nazari, 2011;Atai & Shoja, 2011;Eslami-Rasekh, 2010;Eslami-Rasekh & Simin, 2011;Farhady, 2005;Hassaskhah, 2005;Hayati, 2008;Rahimi & Zolfaghari, 2015). Accordingly, several reasons are proposed, including finding no trace of real-life communication, ignoring learners' purposes and interests and lacking the motivational principle.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Authentic Context in an EAP setting on Reading Motivation

Zohoorian

Naeini

Rahimi

2017

CERJ

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While authenticity is recurrently associated with higher motivation, the question remains how an authentic context can affect reading motivation in an English for academic purposes (EAP) setting. To investigate the effect, two groups of 30 EAP students were selected through cluster random sampling as control and experimental groups. Having administered the pretest of the reading motivation questionnaire at the beginning of the study, the researchers administered the post-test after the 8-week intervention of providing an authentic context. The findings revealed that the experimental group (authentic context) had a higher reading motivation after the intervention as compared with the control group (traditional context). Moreover, the data from the diaries shed more light on the students' general views of the two contexts such as their impressions of the tasks and activities, impressions of what was enjoyable and what was not, and the reactions to the instructor and the peers.

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“…So, students' metacognition can hardly be developed without the assistance of more experienced and qualified specialist. At the same time, according to Ajideh (2009), autonomous learning and metacognitive awareness can be interconnected and suggested as essentials for teaching and learn foreign languages only if the teaching approach meets learners' assumptions and expectations.…”

Section: Literature Reviewmentioning

confidence: 99%