A metacognitive awareness-raising program improves the repair fluency of TEFL students' task-based oral output¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Experimental participants produced significantly more fluent task-based speech (lower repair-fluency scores) than control participants after a fifteen-session metacognitive awareness program. → Seifoori 2016

Evidence¶

Seifoori 2016¶

Seifoori, Z. (2016). Metacognitive awareness and the fluency of task-based oral output across planning conditions: The case of Iranian TEFL students. Iranian Journal of Language Teaching Research, 4(1), 11-26. https://www.urmia.ac.ir/ijltr

q3 · i? · causal · r2

Independent samples t-test on post-test oral narrative data from 58 experimental and 56 control Iranian TEFL students. Lower scores indicate more fluent speech: "the experimental participants, with an averages of .36, outperformed the control participants" (control mean .60).

"the experimental participants, with an averages of .36, outperformed the control participants, with an average of .60 and that the difference between the groups reached significance level t (112) = -2.62, p<.05"

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it

Related Claims¶

• Combined pre-task and on-line planners achieved significantly more fluent speech than on-line-only planners — related
• Control-group combined planners also improved fluency, attributed to double planning time — related
• Metacognitive awareness and planning level show no significant interactive effects on fluency — reports the opposite
• GenAI fluency corrupts metacognitive monitoring by producing cognitive ease that is misread as comprehension, weakening the regulation needed to keep offloading beneficial — related