The Impact of metacognitive strategies on the development of language competence for secondary cycle learners with Hearing impairment

The 5E-Learning cycle and Self-Questioning as a Model

Abstract

This study, which is part of doctoral research into applied Arabic linguistics and comparison,
aimed to identify the impact of teaching using metacognitive learning strategies on developing
linguistic competence for the Arabic language for deaf learners in LALLA ASMAE
foundation for deaf children in Rabat-Morocco. To achieve the research objectives, the
researcher used the descriptive and the quasi-experimental methodologies approaches, and the
research sample comprised two groups; experimental have been learned by the 5E-Learning
cycle strategy and Self-Questioning, and the control group by an ordinary method.
Study tools:
- Mykle Bust test for diagnosis of learning disabilities.
- Linguistic competence test (examined its psychometric stabilities).
The results showed that there were significant differences at (α 0.05) between the average
scores of the learners of the experimental and control group in the post-test of the linguistic
competence in the Arabic language in favor of the experimental group used the 5E-Learning
cycle and self-questioning strategy in teaching. There were also no statistically significant
differences at (α 0.05) in the mean of student's scores on the post-test of the linguistic
competence and language Fields due to the gender variable. Results confirm the positive effect
of metacognitive strategies, specifically the 5E-Learning cycle and Self-Questioning. So, it is
recommended to increase the use of metacognitive strategies in the educational learning
process, especially for Hearing impairment learners and encouraging research to apply
metacognitive strategies in teaching various fields of Arabic language skills in addition to
generalizing the study of these strategies at different educational levels