The Effect of Conceptual Metaphor on Writing Creativity and Metacognitive Writing Awareness
The present paper examines the theory of conceptual metaphor, using the theoretical framework of the cognitive writing model to improve EFL learners’ writing creativity and metacognitive writing awareness. To that end, 120 male and female EFL Bachelor-of-Arts (BA) students majoring in English langua...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Ghasem Vadipoor [verfasserIn] Rajab Esfandiari [verfasserIn] Mohammad Bagher Shabani [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2023 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Issues in Language Teaching - Allameh Tabataba'i University Press, 2020, 12(2023), 1, Seite 33-66 |
|---|---|
| Übergeordnetes Werk: |
volume:12 ; year:2023 ; number:1 ; pages:33-66 |
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.22054/ilt.2023.66211.678 |
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DOAJ098757431 |
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| 520 | |a The present paper examines the theory of conceptual metaphor, using the theoretical framework of the cognitive writing model to improve EFL learners’ writing creativity and metacognitive writing awareness. To that end, 120 male and female EFL Bachelor-of-Arts (BA) students majoring in English language from Foreign Languages Center at Islamic Karaj Azad University in Iran voluntarily participated in this research study. The participants were randomly assigned into two equal groups, with the experimental group receiving the cognitive instruction and the control group the traditional instruction. Using a two-way analysis of co-variance (ANCOVA) procedure, the researchers assessed the posttest scores of both groups. The results of the analysis indicated that the experimental group significantly enhanced its scores in the posttest of metacognitive writing strategies and writing creativity compared to the control group. Findings suggest that writing is not drafting and rewriting prefabricated patterns, but it is a recursive and interactive process in which writers attempt to construct meaning and create original ideas using real-life experiences. Findings also imply that conceptual metaphors are powerful literary devices for improving EFL learners’ idea generation, writing creativity, and metacognitive writing awareness which deserve to be taught at universities. | ||
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The Effect of Conceptual Metaphor on Writing Creativity and Metacognitive Writing Awareness |
| abstract |
The present paper examines the theory of conceptual metaphor, using the theoretical framework of the cognitive writing model to improve EFL learners’ writing creativity and metacognitive writing awareness. To that end, 120 male and female EFL Bachelor-of-Arts (BA) students majoring in English language from Foreign Languages Center at Islamic Karaj Azad University in Iran voluntarily participated in this research study. The participants were randomly assigned into two equal groups, with the experimental group receiving the cognitive instruction and the control group the traditional instruction. Using a two-way analysis of co-variance (ANCOVA) procedure, the researchers assessed the posttest scores of both groups. The results of the analysis indicated that the experimental group significantly enhanced its scores in the posttest of metacognitive writing strategies and writing creativity compared to the control group. Findings suggest that writing is not drafting and rewriting prefabricated patterns, but it is a recursive and interactive process in which writers attempt to construct meaning and create original ideas using real-life experiences. Findings also imply that conceptual metaphors are powerful literary devices for improving EFL learners’ idea generation, writing creativity, and metacognitive writing awareness which deserve to be taught at universities. |
| abstractGer |
The present paper examines the theory of conceptual metaphor, using the theoretical framework of the cognitive writing model to improve EFL learners’ writing creativity and metacognitive writing awareness. To that end, 120 male and female EFL Bachelor-of-Arts (BA) students majoring in English language from Foreign Languages Center at Islamic Karaj Azad University in Iran voluntarily participated in this research study. The participants were randomly assigned into two equal groups, with the experimental group receiving the cognitive instruction and the control group the traditional instruction. Using a two-way analysis of co-variance (ANCOVA) procedure, the researchers assessed the posttest scores of both groups. The results of the analysis indicated that the experimental group significantly enhanced its scores in the posttest of metacognitive writing strategies and writing creativity compared to the control group. Findings suggest that writing is not drafting and rewriting prefabricated patterns, but it is a recursive and interactive process in which writers attempt to construct meaning and create original ideas using real-life experiences. Findings also imply that conceptual metaphors are powerful literary devices for improving EFL learners’ idea generation, writing creativity, and metacognitive writing awareness which deserve to be taught at universities. |
| abstract_unstemmed |
The present paper examines the theory of conceptual metaphor, using the theoretical framework of the cognitive writing model to improve EFL learners’ writing creativity and metacognitive writing awareness. To that end, 120 male and female EFL Bachelor-of-Arts (BA) students majoring in English language from Foreign Languages Center at Islamic Karaj Azad University in Iran voluntarily participated in this research study. The participants were randomly assigned into two equal groups, with the experimental group receiving the cognitive instruction and the control group the traditional instruction. Using a two-way analysis of co-variance (ANCOVA) procedure, the researchers assessed the posttest scores of both groups. The results of the analysis indicated that the experimental group significantly enhanced its scores in the posttest of metacognitive writing strategies and writing creativity compared to the control group. Findings suggest that writing is not drafting and rewriting prefabricated patterns, but it is a recursive and interactive process in which writers attempt to construct meaning and create original ideas using real-life experiences. Findings also imply that conceptual metaphors are powerful literary devices for improving EFL learners’ idea generation, writing creativity, and metacognitive writing awareness which deserve to be taught at universities. |
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The Effect of Conceptual Metaphor on Writing Creativity and Metacognitive Writing Awareness |
| url |
https://doi.org/10.22054/ilt.2023.66211.678 https://doaj.org/article/a7c24eb864b84f18a5aaf8675b387417 https://ilt.atu.ac.ir/article_15243_6a4cae4e0c8caf7950e58cb265cfa122.pdf https://doaj.org/toc/2322-3715 https://doaj.org/toc/2476-6194 |
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| author2 |
Rajab Esfandiari Mohammad Bagher Shabani |
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Rajab Esfandiari Mohammad Bagher Shabani |
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| doi_str |
10.22054/ilt.2023.66211.678 |
| up_date |
2024-07-03T19:02:11.494Z |
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| score |
7.400301 |