Document Type : Original Article
Authors
1 Tarbiat Modares University.Humanities faculty,the department of Arabic language. tehran, iran
2 Faculity of humainities
3 The teacher and instructor invited to the University of Mazandaran
Abstract
Language anxiety is a significant issue in learning foreign languages, and this research aims to assess the impact of metacognitive strategies for reducing language anxiety among Persian-speaking children in learning Arabic speaking skills. The study focuses on comprehending the effect of metacognitive strategies and substantiating their significance in enhancing Arabic language speaking skills for Iranian children. Researchers choose a field methodology to reach conclusive results. Two groups were evaluated - an experimental and a control group - using a quasi-experimental method to uncover the influence of metacognitive strategies on language anxiety among children aged 8 to 12. The research also discussed gender differences as a factor affecting language anxiety. The study used the foreign language classroom anxiety scale to address these inquiries. The results illustrated a significant impact of metacognitive strategies in teaching Arabic language speaking skills compared to traditional methods. The study affirmed that the concept of metacognition and its strategies positively affect the level of language anxiety in Persian-speaking children. Moreover, there were no statistically noticeable differences between genders in lower language anxiety after using metacognitive strategies as a primary tool in learning the Arabic language.
Keywords
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