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he effect of Metacognitive strategies in reducing language anxiety among Persian-speaking children in Arabic-speaking skills

Document Type : Original Article

Authors

1 M. M. Arabic Language Teaching, Tarbiat Modares University, Tehran, Iran.

2 Professor of Arabic Language and Literature, Tarbiat Modares University, Tehran, Iran.

3 Professor of Arabic Language and Literature, Tarbiat Modares University, Tehran, Iran

4 Assistant professor in the Department of Arabic Language and Literature, Farhangian University, Tehran, Iran

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 chose 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 enquiries. 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 significant differences between genders in lower language anxiety after using metacognitive strategies as a primary tool in learning the Arabic language

Keywords

References
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Studies in Arabic Teaching and Learning
Volume 7, Issue 2 - Serial Number 14
September 2023
Pages 83-110
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