the relationship between efl learners' declarative & procedural knowledge, monitoring & achievement

This study is an attempt to investigate the relationship between efl learners declarative & procedural knowledge, monitoring & achievement. for this purpose, three areas had been examined in a single study. first it investigated the learners’ knowledge of cognition (declarative knowledge and procedural knowledge) and its relationship to their achievement. furthermore, it investigated the relationship of regulation of cognition (monitoring) and learners’ achievement. and finally, if there was any relationship between knowledge of cognition and regulation of cognition.to conduct this study, three classes were randomly chosen, two classes of junior students and one class of senior students. due to the fact that the researcher intended to investigate the effects of knowledge of cognition and regulation of cognition on achievement, one instrument was used to collect data in this study. the english version of modified metacognitive awareness inventory (mai) questionnaire that was constructed by schraw and dennison (1994) was administered and 72 students had 15-20 minutes to answer it. the test was administered in one class session. in order to answer five research questions, the results indicated that the highest relationship was observed between monitoring and procedural knowledge and the lowest correlation was observed between learners achievement and procedural knowledge. besides there was weak but positive and significant relationship between declarative knowledge and achievement and also between learners monitoring and their academic achievement. and finally, there was a positive and significant relationship between learners monitoring and declarative knowledge.