The Effect of the Self-Monitoring Copy-Cover-Compare Technique on Iranian EFL Students’ Spelling Ability: A Mixed-Methods Study

Given the challenging nature of correct spelling for English as a Foreign Language learners and the growing interest in self-management strategies, the present study investigated the effectiveness of self-monitoring technique of copy-cover-compare (CCC) in Iranian EFL learners’ spelling ability. Using a quasi-experimental design, the study selected 66 ninth-grade female students from two intact classes, assigned to an experimental group and a control group. To ensure their homogeneity in English language proficiency, the Nelson language proficiency test was administered to both groups. A teacher-made piloted dictation test, with 35 target words from the ninth-grade textbook, was applied as the pretest and posttest before and after eight sessions of implementing the CCC technique. Besides, the participants' attitudes towards spelling and the type of instruction in their classes were examined via a semi-structured interview. The results of a one-way ANCOVA revealed the experimental group significantly outperformed the control group. The thematic analysis of their opinions indicated the experimental group held more positive attitudes about spelling, compared to the control group who had negative feelings about spelling English words. These findings imply adopting the CCC technique as an alternative to traditional instruction to create a more dynamic learning environment and strengthen both students' spelling skills and attitudes.