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Vadipoor, Ghasem, Esfandiari, Rajab, Shabani, Mohammad Bagher. (1402). The effect of Conceptual Metaphor on Writing Creativity and Metacognitive Writing Awareness. سامانه مدیریت نشریات علمی, 12(1), -. doi: 10.22054/ilt.2023.66211.678
Ghasem Vadipoor; Rajab Esfandiari; Mohammad Bagher Shabani. "The effect of Conceptual Metaphor on Writing Creativity and Metacognitive Writing Awareness". سامانه مدیریت نشریات علمی, 12, 1, 1402, -. doi: 10.22054/ilt.2023.66211.678
Vadipoor, Ghasem, Esfandiari, Rajab, Shabani, Mohammad Bagher. (1402). 'The effect of Conceptual Metaphor on Writing Creativity and Metacognitive Writing Awareness', سامانه مدیریت نشریات علمی, 12(1), pp. -. doi: 10.22054/ilt.2023.66211.678
Vadipoor, Ghasem, Esfandiari, Rajab, Shabani, Mohammad Bagher. The effect of Conceptual Metaphor on Writing Creativity and Metacognitive Writing Awareness. سامانه مدیریت نشریات علمی, 1402; 12(1): -. doi: 10.22054/ilt.2023.66211.678

The effect of Conceptual Metaphor on Writing Creativity and Metacognitive Writing Awareness

Issues in Language Teaching
دوره 12، شماره 1، شهریور 2023  XML
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2023.66211.678
نویسندگان
Ghasem Vadipoororcid 1؛ Rajab Esfandiari email orcid 2؛ Mohammad Bagher Shabaniorcid 3
1Visiting professor at Islamic Azad University, Qazvin, Iran
2Imam Khomeini International University
3Imam Khoemini International University
چکیده
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.
کلیدواژه‌ها
idea generation؛ metacognitive writing strategies؛ writing strategies؛ writing creativity
آمار
تعداد مشاهده مقاله: 84


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