The Effect of Electronic-Learning, Cognitive Strategies-Based Instruction, Meta- Cognitive Strategies-Based Instruction and Traditional (3Ps) Method on the Students’ Motivation for Learning English as a Foreign Language
dr Mehdi i Ruhi Athar, Farhangian university in Hamedan, Iran, ID LLCE2018-314; Abstract: The current research aimed to study the effect of e-learning, cognitive strategies-based instruction, meta- cognitive strategies-based instruction and traditional (3Ps) method on the high school first graders’ motivation for learning English as a foreign language in the deprived areas of Hamedan province, Iran. The research followed a quasi-experimental method, designed to be administered in unequal groups. To this end, 8 classes were chosen from two deprived areas and were divided into 4 male and 4 female classes. 116 subjects participated in the pre-test reducing to 101 participants in the post-test. On average, there were 12 or 13 students in each class. The instrument used for data collection was a motivation questionnaire for learning English (Dornyei, Magid and Poppy, 2009). After the administration of the questionnaire and pre-test for all the groups, the treatment continued for eight sessions and was followed by the post-test. The results of univariate covariance revealed that the four methods affected the participants’ motivation differently. With references to the means, it could be mentioned that e-learning and cognitive strategies-based instruction had higher effects on their motivation. It was also found that gender as a mediator variable did not play a significant role in this regard.
Key words: cognitive strategies, e-learning, English, meta-cognitive strategies, motivation
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