Learning and Individual Differences, ( ISI ), Volume (24), No (2), Year (2013-4) , Pages (176-181)

Title : ( Intelligence and Metacognition as Predictors of Foreign Language Achievement: A Structural Equation Modeling Approach )

Authors: Reza Pishghadam , Gholam Hassan Khajavy Fadafen ,

Citation: BibTeX | EndNote

This study examined the role of metacognition and intelligence in foreign language achievement on a sample of 143 Iranian English as Foreign Language (EFL) learners. Participants completed Raven s Advanced Progressive Matrices as a measure of intelligence, and Metacognitive Awareness Inventory as a measure of metacognition. Learners scores at the end of the semester were aggregated as a measure of foreign language achievement. The findings revealed that intelligence accounts for 12.2% of the variance in foreign language achievement, and metacognition accounts for 17.6% of the variance. Although each of them had a unique impact on foreign language achievement, metacognition outweighs intelligence as a predictor of foreign language achievement. Finally, the pedagogical implications were discussed in light of foreign language achievement.

Keywords

Intelligence; Metacognition; Foreign language achievement; Structural equation
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@article{paperid:1031559,
author = {Pishghadam, Reza and Khajavy Fadafen, Gholam Hassan},
title = {Intelligence and Metacognition as Predictors of Foreign Language Achievement: A Structural Equation Modeling Approach},
journal = {Learning and Individual Differences},
year = {2013},
volume = {24},
number = {2},
month = {April},
issn = {1041-6080},
pages = {176--181},
numpages = {5},
keywords = {Intelligence; Metacognition; Foreign language achievement; Structural equation modeling},
}

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%0 Journal Article
%T Intelligence and Metacognition as Predictors of Foreign Language Achievement: A Structural Equation Modeling Approach
%A Pishghadam, Reza
%A Khajavy Fadafen, Gholam Hassan
%J Learning and Individual Differences
%@ 1041-6080
%D 2013

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