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- W2148372005 abstract "The present article reports on the findings of a study that explored the effect ofexplicit strategy based instruction on achievement test scores in mixed languageability groups within an ESP course in a higher education setting. The researchresults indicate that language learner strategy instruction, which focused oncognitive, metacognitive and memory strategies, did not have any effect onachievement test scores among students with a higher level of general languagecompetence. The results also indicate that membership in the experimentalgroup was not a positive predictor of scores on vocabulary tasks of theachievement test among students with lower levels of pre-existing languageability. The results, discussed with respect to the context in which strategy basedinstruction was conducted, bring into question the justification for explicitstrategy based instruction in mixed language ability groups, emphasize theimportance of metacognitive awareness, and suggest that when insufficient timeis available for integrated strategy instruction, a separate and independentmodule on learner strategies, focusing on different strategies for students atdifferent levels of language competence, or implicit language learner strategyinstruction seem to be more appropriate." @default.
- W2148372005 created "2016-06-24" @default.
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- W2148372005 date "2013-01-01" @default.
- W2148372005 modified "2023-10-09" @default.
- W2148372005 title "Effect of strategy based instruction on achievement test scores in a mixed language ability group of ESP learners" @default.
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