The role of metacognitive knowledge in the relationship between class management and second language achievement.

Authors
Mohammad Naghi Farahani
Mehran Emadi
Abstract
The relationship between class management with learning achievement had been attended by different researchers, but the psychological mediators can added the best obvious of this relationship. In the present research, the role of metacognitive knowledge and class management of teachers in predicting of English achievement have been conducted. 221 English teacher-student completed 3 sub-scales of class management (abdollahi, et.al., 2014) and metacognitive believes (vels et.al.,2004). English grade point average of three classes of teachers has been the criterion of English achievement of their students. The results of stepwisel regression analysis showed the class management variables enter in the equation in the first steps. 52 percent of variance of English achievement predicts by 3 component of class management. In the last stage 1 percent of variance of English achievement added to the total of variance. This results show that although the most important of English achievement can predict by class management variables, but the metacognition believes of teachers can increase this prediction.

Keywords: Metacognition, Class Management, English Achievement
Keywords
Metacognition
Class Management
English Achievement
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