Comparison of the Effectiveness of Basic and Complex Elaboration Strategies Training on English Academic Performance of Female Students

Document Type : Research Article

Author

Associate Professor, Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran

Abstract

Objective: Students in the educational system use different learning strategies to realize their learning. Reviewing the research background has confirmed the importance of learning strategies at different educational levels. Therefore, the current research aimed to teach basic and complex explanation and elaboration strategies on the English language academic performance of female students.
Methods: The research method was semi-experimental with an unequal control group design. The statistical population included all ninth-grade school girls in district 1 of Hamedan city, 90 students were selected and replaced in three groups of 30 subjects (two experimental groups and one control group). The first experimental group was trained by basic elaboration strategy the second experimental group by complex elaboration strategy, and the control group used the conventional teaching method. To collect data, a teacher-made tool was used in the English language performance.
Results: The results of covariance analysis showed that the teaching of basic (F=37.22, p<0.01) and complex (F=60.71, p<0.01) elaboration strategies have a significant effect on increasing English academic performance. Also, the results of the Bonferroni test regarding the comparison showed that the effectiveness of complex elaboration strategies is more effective than basic elaboration on English language performance (p<0.01).
Conclusions: The findings showed that basic and complex elaboration strategies are effective on English language performance and the effectiveness of the complex elaboration strategy was higher, so it is suggested that teachers use these strategies to improve students' English language learning.

Keywords

Main Subjects

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 12, Issue 23
Autumn & Winter 2024-2025
January 2025

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