The Comparison of classroom Methods on Metacognitive Strategic Skills, Emotional Dyslexia of Iranian and Non-Iranian Students

This study aims at The Comparison of classroom Methods on Metacognitive Strategic Skills, Emotional Dyslexia of Iranian and Non-Iranian Students.The study population included all Iranian and foreign students who studied at Shiraz University in 2016-17 academic year. Across various faculties of the university, random cluster sampling was used to select 120 Iranian students and 120 non- Iranian students as participants from among 700 students through Krejcie and Morgan sample size table. A researcher made questionnaire was used to collect data on class management methods. Springer’s self-report questionnaire was used to collect data on metacognitive strategic skills. Its validity was examined by a panel of experts and its reliability was calculated by Cronbach’s Alpha. The data were analyzed through ANOVA, Spearman correlation, and independent samples t-test. Findings showed that there was a significant difference between the two groups (Iranian and foreign students) with regard to class management methods (interventionist, interactive, non-interventionist). In comparison to foreign students, the class management methods were at a higher level among Iranian students. Among Iranian students, the interactive class management method had the highest mean and the non-interventionist class management method had the lowest mean. Among foreign students, the interactive class management method had the highest mean and the interventionist class management method had the lowest mean.

Extended Abstract:
Teachers influence students' cognitive skills based on the type of classroom management style. And the most basic tool for learning a new language is reading and understanding (Sun, 2009). Education and training of motivated and self-motivated active readers is one of the main goals of reading and learning programs at the academic level (Pintrich, Marx, & Boyle, 1993).
This study aims at comparing the class management methods on dyslexia emotional, metacognitive strategic skills in Iranian and foreign students. The statistical population included all Iranian and foreign students in Shiraz University who studied there at 2016-17 academic year. Among 700 students, 120 Iranian students and 120 foreign students were selected through random cluster sampling. The way for gathering information in the class management method was a researcher made questionnaire and for the variable of metacognitive strategic skills the self-report questionnaire of Sperling was used. Its validity was examined by a panel of experts and its reliability was calculated by Cronbach’s Alpha. The data were analyzed via ANOVA, Spearman correlation, and independent samples t-test. Martin and Baldvin (1993) proposed a simple and comprehensive definition for the classroom management concept. According to this definition, classroom management is a multi-dimensional structure which encompasses three broad dimensions: personality, teaching, and discipline. What has attracted the attention of scholars in classroom management methods is the difference in the methods of classroom management. Classroom management by teachers has different methods. The most important styles are non-interventionist, interventionist, and interactive methods. The study used a survey based method. Since there was no experimental or interventional manipulation in this study, this research was descriptive and in terms of purpose, was among applied research. The research population consisted of foreign and Iranian students who studied at Shiraz University at 2016-17 academic year. Random cluster sampling was used for participant selection and two questionnaires were used to collect data. Management involved the skills of people in three aspects of humanity, technical and perceptual skills that cannot be achieved without individual experiences, a great deal of insight, and spending a long time. According to the interactive classroom management approach, classroom issues are resolved through negotiation and rational reasoning with students. Based on the theory of social learning, the two-way communication between the individual and the environment and its effects will lead to the acceptance of responsibility for learning behavior and student growth. In such a classroom, discipline and control are created in an interactive process between teachers and students, and students contribute to the planning and organization of the classroom. Wening (2014)reported that when there is more control in the classroom management and less interaction between teachers and students, the students will be irresponsible and inactive in social interactions. The results showed that in the descriptive indices of Iranian students' classroom management styles, the interactive class management style (38.98) had the highest average and the non-interfering class management style (27.89) had the lowest average, and the foreign students had the most interactive class management style (34.54). Intervention class management (23.45) is the lowest average.The findings indicate that there is a significant difference between the two groups (foreign and Iranian students) in the management styles of the classroom (interventionist, interactive and non-interventionist). Class management styles (interventionist, interactive and non-interventionist) are high among Iranian students. Also, from the perspective of (Iranian-foreign) students of Shiraz University in the field of classroom management style in three domains (non-interventionist, interventionist, interactive) among Iranian students, the interactive oriented classroom management style had the highest average and the non-intervention class management style had the lowest average and the international students Interaction-oriented class management style The highest mean of interventionist class management style belonged to the lowest mean.
 Findings showed that class management methods (interventionist, interactive, non-interventionist) in two groups of Iranian and foreign students had a significant difference. The methods of class management were in higher level among Iranian students. Among Iranian students, interactive method had the highest mean and the non-interventionist method had the lowest mean. Among foreign students, the interactive method had the highest mean and the interventionist method had the lowest mean.Finally, based on the results of independent t-test with the mean of Iranian and international students (3.83, 3.91) and t (4.41) Significance level 0.04 of classroom management styles (interactive, non-interfering, interactive) for Iranian students, more than students External influences on metacognitive strategic skills. Also the effect of classroom management styles (interactive, non-interfering, interactive) on students' dyslexic emotional skills based on the results of t-test Independent with the mean of Iranian and international students with mean of 4.21 and 4.08 and t value of 5.98 which is significant at 0.01 level. Iranian students are more likely than foreign students.