UTILIZING MLS TO TEACH IRAQI EFL UNIVERSITY STUDENTS SHORT STORIES

Abstract

Metacognitive learning strategies (MLS) often are utilized to engage learners' mental abilities which help to develop learning EFL/ESL. This study intends to investigate the possibility of teaching Iraqi students short stories through the application of MLS. A sample of 60 students of two equal groups (the experimental taught via MLS, and control taught via conventional methods) has been chosen to constitute the data of the study. An analytic-qualitative method (based on observation and pre-posttest) is employed for data collection and analysis. The data are gathered from observing students' performances and the students, responses on the pre- and post-test. The study concludes that students utilizing MLS perform better than those following conventional method in handling short stories. MLS enable them to become freer to choose, plan, monitor and evaluate the topics and strategy they utilize to comprehend short stories. This indicates that utilizing MLS in teaching short stories is functioning and productive.