Metacognition and Oral Interpretation Skills for Al Azhar Languages and Simultaneous Translation Students | ||||
| دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق | ||||
| Article 6, Volume 36, Issue 110, January 2021, Page 275-312 PDF (651.2 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/sec.2021.163719 | ||||
 View on SCiNiTO | ||||
| Abstract | ||||
| This study aimed to develop the public speaking skills of second year languages and simultaneous translation students and reduce their oral apprehension through using a metacognitive regulation strategy. The current study was conducted during the second term of the academic year 2019 -2020 .The present study followed the pre-post, quasi- experimental – control group design. The researcher used two groups: quasi-experimental and control. A number of sixty second year from Languages and Simultaneous Translation students ,English department , Faculty of Humanities , Al Azhar Universty, Tafahna Al Ashraf ,Girls Branch, Al dakahlia Governorate, Egypt were the participants who were randomly divided equally into two groups. An interpretation test was used to measure second year students’ public speaking skills before and after the treatment; a sight translation apprehension scale was used to measure the level of apprehension before and after the treatment adopting a strategy based on metacognition. The results of the study showed that the metacognitive regulation strategy was effective in developing the sight translation public skills and in reducing oral apprehension of second year students. | ||||
| Keywords | ||||
| Metacognition; self-regulation; interpretation; sight translation skills; public speaking; oral communication; apprehension | ||||
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