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عنوان فارسی Exploring Cognitive Activation Writing Strategies among Iranian English Language Teachers
چکیده فارسی مقاله In order to engage students in higher-level thinking, cognitive activation (CA) strategies have been advanced and utilized in mathematics. CA develops when learners are challenged, confronted with conflicts, asked to think and explain clearly on their learning, and realize connections between new and previous content. Extending the theme to English language teaching (ELT), this study investigated Iranian English language teachers’ knowledge and practice of cognitive activation writing strategies (CAWS). In so doing, a model was proposed based on a questionnaire that was developed and validated in the present study. Through this scale, knowledge and practice of CAWS by 213 English as a foreign language (EFL) teachers were explored. During a pilot phase, the reliability of the questionnaire was calculated to be .78 for the knowledge section and .81 for the practice section. Two items in each section were removed after conducting exploratory factor analysis. Ultimately, the confirmatory factor analysis indicated that the proposed model was fit for the data. Five components were confirmed as constituents of CAWS for the knowledge section, and four components were identified for the practice section. The findings revealed that Iranian EFL teachers were already familiar with the CAWS and purportedly practiced them in their writing classes. Using the scale in the process of writing instruction can provide ELT practitioners with a helpful platform for relating to CA strategies and empowers learners to accomplish tasks such as problem-solving in their writing assignments, similar to what is practiced in mathematics.
کلیدواژه‌های فارسی مقاله ارزش‌کاهی،الگوی مفهومی تحلیل زباهنگ،هَیَجامَد،الگوی فرهنگی،الگوی SPEAKING،
عنوان انگلیسی Exploring Cognitive Activation Writing Strategies among Iranian English Language Teachers
چکیده انگلیسی مقاله In order to engage students in higher-level thinking, cognitive activation (CA) strategies have been advanced and utilized in mathematics. CA develops when learners are challenged, confronted with conflicts, asked to think and explain clearly on their learning, and realize connections between new and previous content. Extending the theme to English language teaching (ELT), this study investigated Iranian English language teachers’ knowledge and practice of cognitive activation writing strategies (CAWS). In so doing, a model was proposed based on a questionnaire that was developed and validated in the present study. Through this scale, knowledge and practice of CAWS by 213 English as a foreign language (EFL) teachers were explored. During a pilot phase, the reliability of the questionnaire was calculated to be .78 for the knowledge section and .81 for the practice section. Two items in each section were removed after conducting exploratory factor analysis. Ultimately, the confirmatory factor analysis indicated that the proposed model was fit for the data. Five components were confirmed as constituents of CAWS for the knowledge section, and four components were identified for the practice section. The findings revealed that Iranian EFL teachers were already familiar with the CAWS and purportedly practiced them in their writing classes. Using the scale in the process of writing instruction can provide ELT practitioners with a helpful platform for relating to CA strategies and empowers learners to accomplish tasks such as problem-solving in their writing assignments, similar to what is practiced in mathematics.
کلیدواژه‌های انگلیسی مقاله cognitive activation writing strategies,Confirmatory factor analysis,Exploratory factor analysis,strategies-based instruction,Structural Equation Modeling
نویسندگان مقاله | Mahnaz Mostafaei Alaei
Associate Professor in TEFL, Allameh Tabataba'i University, Tehran, Iran


| Mohammad Hassanzadeh
Assistant Professor, Department of English Language and Literature, Faculty of Foreign Languages, Vali-e-Asr University of Rafsanjan, Rafsanjan, Iran & Languages & Linguistics Center, Sharif University of Technology, Tehran, Iran
Assistant Professor, Department of English Language and Literature, Faculty of Foreign Languages, Vali-e-Asr University of Rafsanjan, Rafsanjan, Iran & Languages & Linguistic

| Masoomeh Masoudi
MA in TEFL, Allameh Tabataba'i University, Tehran, Iran
نشانی اینترنتی http://lrr.modares.ac.ir/browse.php?a_code=A-10-57494-1&slc_lang=en&sid=14
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