The Impact of Meta-Cognitive Strategy Training on Vocabulary Enhancement of Efl/Esl Learners

As lots of researches have done in Second Language Learning, some of these researches have demonstrated that not all Strategy-Oriented Instruction studies have been valuable to push the development of interlanguage forward. Therefore, the researchers in this study aim to investigate the impact of meta-cognitive strategy training on vocabulary knowledge improvement of EFL/ESL students. By this means, 52 students at Payame Noor University were selected randomly as the participants of the study. The number of students in each of the control and the experimental group contain 26 participants with the age range from 19 to 28. The Key English Test (KET) as proficiency test for intermediate students was the means of selecting participants as the homogeneous subjects. Then, Vocabulary Levels Test was administered for computing the vocabulary knowledge of the participants as the pre-test first and after the treatment as the post-test. In addition, the meta-cognitive learning strategies dominated the experimental group for vocabulary learning while the control group received the traditional teaching method during 10 sessions. One-way ANOVA was used to analyze the data, and it indicated the beneficial usage of meta-cognitive strategies training in developing the vocabulary knowledge.