Teacher Professional Ethics: Strategies for increasing the passion for communicating in English classes

One of the most important components of teacher ethics is the fostering of reasoning, encouraging thinking and enhancing student's skills for achieving independence in learning. In the field of English learning, teachers also need strategies to enhance student communication skills in order to create meaningful interactions, one of which is to teach learner strategies to learners. The purpose of this quasi-experimental study was to investigate the effect of teaching cognitive and meta-cognitive strategies on the eagerness to communicate with intermediate learners. The participants of this research, including 90 students of the Diako language academy in Tehran who were selected based on the Oxford Oxford test scores, were randomly divided into two experimental and one control groups. The experimental groups received training on cognitive strategies for the first 10 weeks, and other meta-cognitive strategies training, in addition to the usual training of the institute. The training of the control group was based on a predetermined program of the institution without emphasis on language learning strategies. The amount of enthusiasm for communicating participants before and after the training was collected through a questionnaire and analyzed by descriptive statistics and variance analysis and Levine tests. Findings of the research showed that teaching cognitive and metacognitive strategies significantly increased the student's passion for communication. The results of the research also indicated that the methods of teaching cognitive and metacognitive strategies are both equally effective and not superior to each other. The results of this study can provide a platform for the development of teacher's professional ethics on the one hand and the development of communication skills of learners on the other.