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Metacognitive Strategies and Logical/ Mathematical Intelligence in EFL Context: Investigating Possible Relationships | Arani | Theory and Practice in Language Studies
Theory and Practice in Language Studies, Vol 2, No 2 (2012), 304-313, Feb 2012
doi:10.4304/tpls.2.2.304-313

Metacognitive Strategies and Logical/ Mathematical Intelligence in EFL Context: Investigating Possible Relationships

Hossein Khani Arani, Sajad Davoudi Mobarakeh

Abstract


The current study aimed to investigate the possible relationship between logical/mathematical intelligence and metacognitive strategies Iranian EFL learners used in their reading comprehension process. To this end, 98 students (55 females and 43 males) who were all EFL learners participated in our study. We used MIDAS (multiple intelligences development assessment scales) in order to measure the students’ logical/ mathematical intelligence. Furthermore, to measure the metacognitive strategies they applied, MASRI (Metacognitive Awareness of Reading Strategies Inventory) was used. Using Pearson correlation, we analyzed the obtained data. Data analysis revealed that logical/mathematical intelligence had a significant relationship with metacognitive strategies in EFL context. Moreover, males and females, except for logical/mathematical intelligence usage, didn't have any significant difference in the application of metacognitive strategies.


Keywords


logical/mathematical intelligence; metacognitive strategies; the MIDAS; MASRI

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