Studying the Effect of Metacognitive Awareness on Recalling of Collocations with Different Proficiency Levels

Malahat Shabani Minaabad, Kamal Niknam


"Metacognition" is one of the latest buzz words in educational psychology. We engage in metacognitive activities every day. Metacognition enables us to be successful learners, and has been associated with intelligence (Pressley, etal 2010). Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, there is much debate over exactly what metacognition is. The present study investigates the effect of metacognitive vocabulary learning strategy instruction on the recall of collocations that are the bottle-neck of language learning for EFL learners. To accomplish the task, Quick Placement Test was administered to 180 EFL learners in order to determine their proficiency levels (elementary, intermediate and advanced levels). Then learners of each level were randomly assigned to one control and one experimental group (at all six groups). Both experimental and control groups received the same type of collocation instruction, but the experimental group, in addition, received the metacognitive strategy instruction. After eight session treatments, results of paired-sample revealed that all of the groups made gains from pre-test to post-test but it was significant for experimental groups. Furthermore, results of one-way ANOVA indicated that advanced group outperformed intermediate group, and intermediate group was better than elementary group.


Metacognitive strategies, explicit strategy instruction, collocation, recall.

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