Comparison of the Effectiveness of Teaching Metacognitive Techniques on Causal Attribute of High School Students English Language Learning Difficulties

Several factors have an effect on educational failure, which interactively intensify and strengthen each other, and the result of this causes the loss of social and human capital of a society. The present research was conducted with the aim of the effectiveness of teaching metacognitive techniques on the causal documents of learning problems of English language course of secondary school students of Qeshm city. The research method is a semi-experimental type, based on the initial monitoring, randomly among the student population, 36 students who had a score of less than 12 in the English course were randomly selected (18 in two groups, experimental and 18 controls) were selected. The research tools included the Auestionnaire of English Language Learning Problems in secondary schools (Javadan, 2014) and the Package of Meta-Cognitive Techniques (Qadampour, 2016), which dealt with meta-cognition, problem solving techniques and critical thinking for six sessions. Data analysis was done using the SPSS23 program and the analysis of the covariance method. According to the F values for the causal documents of English language learning (0.133) and the significance level (P≤0.05), no significant difference was observed between the control and experimental groups. Therefore, the main and secondary hypotheses of the research are rejected. In general, it can be concluded that the training of metacognitive skills takes place face-to-face and in the context of time, and applying these trainings in real life conditions and training in virtual conditions is effective for this group of students. not much