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Journal articles on the topic 'Metacognitive teaching and learning strategy'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Pelton, Julie A. "Teaching about Learning: The Effects of Instruction on Metacognition in a Sociological Theory Course." Teaching Sociology 47, no. 4 (2019): 325–38. http://dx.doi.org/10.1177/0092055x19861684.

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This article investigates the effects of teaching about metacognition in a sociological theory course. I created a series of teaching interventions to introduce students to the science of learning, including an interactive lecture on metacognition, a discussion that models metacognitive strategies, and activities for students to practice metacognition. This article describes those teaching interventions and assesses whether direct instruction led to greater use of metacognitive and cognitive strategies, confidence, and motivation to learn. Data were collected over seven semesters using a prete

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Palennari, Muhiddin. "EXPLORING THE CORRELATION BETWEEN METACOGNITION AND COGNITIVE RETENTION OF STUDENTS USING SOME BIOLOGY TEACHING STRATEGIES." Journal of Baltic Science Education 15, no. 5 (2016): 617–29. http://dx.doi.org/10.33225/jbse/16.15.617.

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This research was conducted during one semester in four different classes that were taught biology by using four different teaching strategies: Problem-based learning (PBL), Jigsaw, PBL integrated with Jigsaw (PBLJigsaw), and direct teaching. This research explored the correlation between metacognition (metacognitive awareness and metacognitive skills) with cognitive retention of students in the four different strategies, and compared the four regression lines whether or not they are parallel. There was no correlation between metacognitive awareness and cognitive retention in the four teaching

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Listiana, Lina, Herawati Susilo, Hadi Suwono, and Endang Suarsini. "EMPOWERING STUDENTS’ METACOGNITIVE SKILLS THROUGH NEW TEACHING STRATEGY (GROUP INVESTIGATION INTEGRATED WITH THINK TALK WRITE) IN BIOLOGY CLASSROOM." Journal of Baltic Science Education 15, no. 3 (2016): 391–400. http://dx.doi.org/10.33225/jbse/16.15.391.

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Metacognitive skills play an important role in various students’ cognitive activities. Metacognitive skills can make the students become self-regulated learners. Metacognitive skills in biology teaching can be empowered through the implementation of the appropriate teaching strategies. This research was a quasi-experimental research designed to compare the effect of Group Investigation (GI) strategy, Think Talk Write (TTW), Group Investigation integrated with Think Talk Write (GITTW), and conventional teaching strategy on the students’ metacognitive skills empowerment in biology teaching. Samp

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Welch, Marshall. "The Please Strategy: A Metacognitive Learning Strategy for Improving the Paragraph Writing of Students with Mild Learning Disabilities." Learning Disability Quarterly 15, no. 2 (1992): 119–28. http://dx.doi.org/10.2307/1511013.

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This study investigated the effectiveness of a metacognitive strategy, the PLEASE strategy, for teaching students with learning disabilities to write paragraphs. The investigation examined (a) students' metacognitive knowledge about prewriting planning, composition, revision, and parts of the paragraph; (b) student writing samples; and (c) student attitudes toward writing paragraphs. Results suggest that, compared to the traditional language arts curriculum used with a comparison group, the experimental treatment was significantly more effective in developing the metacognitive abilities of 6th

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Borkowski, John G., Robert S. Weyhing, and Lisa A. Turner. "Attributional Retraining and the Teaching of Strategies." Exceptional Children 53, no. 2 (1986): 130–37. http://dx.doi.org/10.1177/001440298605300205.

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This article reviews the literature on strategy acquisition, use, and transfer with mentally retarded and learning disabled students. A model of metacognition is presented that integrates three components—Specific Strategy Knowledge, Metamemory Acquisition Procedures, and General Strategy Knowledge (including beliefs about the causes of successful performance)—in an attempt to explain some of the causes of individual differences in strategy use among educationally handicapped students. Two recent studies are presented that show how the retraining of attributional beliefs can be combined with o

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Volet, S. E., and C. P. Lund. "Metacognitive Instruction in Introductory Computer Programming: A Better Explanatory Construct for Performance than Traditional Factors." Journal of Educational Computing Research 10, no. 4 (1994): 297–328. http://dx.doi.org/10.2190/9a08-y2q0-6aer-6klq.

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This article examines the effect of metacognitive instruction on students' achievement in introductory programming courses over traditional predictors of performance. Metacognitive instruction was conceptualized as a package, aimed at inducing students to develop a metacognitive strategy relevant for computer programming via interactive teaching. The metacognitive strategy consisted of a five-step planning strategy to guide students' program planning process. The interactive teaching approach involved explicit modeling, coaching and collaborative learning. An experimental field study conducted

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Locatelli, Solange W. "METACOGNITIVE STRATEGIES AND POSSIBILITIES FOR FUTURE RESEARCH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 16, no. 1 (2019): 4–5. http://dx.doi.org/10.48127/gu-nse/19.16.04.

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Basically, metacognition is composed of two central aspects, “knowledge of cognition and regulation of cognition” (Schraw, 1998, p.113), being the last characteristic, fundamental in the teaching and learning of Sciences, since it is desirable that, from the previous knowledge of the students, the possibility of rethinking it, regulating it and, thus, approaching the scientific concepts. Usually, teachers use metacognitive principles in their classes, but they often do so in an unintentional way, which precisely distinguishes a common metacognitive strategy in which, intentionally, moments for

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Makela, Marnie L., Jacqueline R. Pei, Kimberly A. Kerns, Jennifer V. MacSween, Aamena Kapasi, and Carmen Rasmussen. "Teaching Children With Fetal Alcohol Spectrum Disorder to Use Metacognitive Strategies." Journal of Special Education 53, no. 2 (2019): 119–28. http://dx.doi.org/10.1177/0022466919832371.

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Metacognitive training is an emerging cognitive intervention for children with fetal alcohol spectrum disorder (FASD) that teaches children to think about their thinking and use strategies to improve learning and regulation. We investigated how children with FASD acquired metacognitive strategies during a computerized intervention delivered in a school setting. The number, type, and process of strategy acquisition were recorded for seven children with FASD during the intervention. As an indication of strategy learning, we recorded prompted and spontaneous strategy use over time. Children with

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Zhou, Wei. "A Case Study of Formation of Mandarin-English College Students’ Metacognition." Theory and Practice in Language Studies 6, no. 12 (2016): 22802291. http://dx.doi.org/10.17507/tpls.0612.07.

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The present study provides both quantitative and qualitative analysis of the formation of language learners’ metacognition as the Mandarin-English college students in China. I hypothesized that language learning will be promoted by intervention of course teaching if students are trained to become more aware of and skillful at the use of metacognition strategies and other learning strategies that can be used in the language learning process. 3 of 115 freshmen from department of foreign language in Southwest Petroleum University are chosen to be subjects of the study. The result carries out to e

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Luthfiyyah, Roghibatul, and Laena Kusuma Perdani. "Metacognitive as One of the Strategy in Teaching Reading Comprehension." Academic Journal Perspective : Education, Language, and Literature 1, no. 2 (2018): 134. http://dx.doi.org/10.33603/perspective.v1i2.1621.

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This study aims at investigating further about the effectiveness ofMetacognitive Strategy implementation for students' reading comprehension at the second grade of SMA Negeri 1 cilimus and finding the students' responses vividly after learning reading comprehension through Metacognitive Strategy at the second grade of SMA Negeri 1 cilimus.The method that used in this study was Quasi Experimental Research with pre-test post-test non-equivalent group design. The population of this study was the second grade students of SMAN 1 Cilimus in the academic year 2014/2015; itconsists of eight classes. T

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Setyaningsih, Yuliana, Fransisca Despa Listiani, and Kristophorus Divinanto Adi Yudono. "Comparative Study of Generating Metacognitive Competence Strategy of Elementary School Students." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 10, no. 1 (2020): 117. http://dx.doi.org/10.26714/lensa.10.1.2020.117-136.

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This study aims to compare teachers' strategy in generating students’ metacognitive abilities in elementary schools. The substantive data source of this research is the texts produced by transcription of teacher's speech records in carrying out the teaching-learning process with students in which there are strategies for generating students' metacognitive abilities. The locative data sources of this research are Demangan Baru Kanisius Elementary School Yogyakarta (Elementary School A) and Pius Bhakti Utama Elementary School Kutoarjo (Elementary School B). The data of this study were the form o

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Dehghan, Fatemeh, and Mohammad Khatib. "The Effect of Metacognitive Strategy Use via Task Supported Language Teaching on Vocabulary Acquisition: The Case of Iranian EFL learners." International Journal of English Language Education 3, no. 2 (2015): 118. http://dx.doi.org/10.5296/ijele.v3i2.8206.

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<p>The main difference between proficient and less proficient learners lies in the conscious ability to the so-called metacognition. Students who possess good metacognition know how to learn and what to do in any learning circumstances. The purpose of this study was to investigate the effect of metacognitive strategy use via task supported language teaching on vocabulary acquisition. To achieve this aim, 40 learners studying at Shahid Sadoughi University of Medical Sciences were put into experimental and control groups. For the experimental group, 10 units of 'Barron's Essential Words fo

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Trimble, Thomas, and Adrienne Jankens. "Using Taxonomies of Metacognitive Behaviors to Analyze Student Reflection and Improve Teaching Practice." Pedagogy 19, no. 3 (2019): 433–54. http://dx.doi.org/10.1215/15314200-7615400.

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Recent interest in reflective writing in the classroom is tied to the suggested links among reflection, metacognition, and learning transfer. There is still a limited understanding, however, about the distinguishing features of reflective writing and how teachers might identify and use these features to teach effective reflective practices and to interact with student reflective writing. This study uses Gorzelsky et al.’s (2016) taxonomy of metacognitive behaviors to examine the end-of-semester reflective essays of undergraduate students enrolled in a first-year writing course at a large midwe

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Effendi, Nur. "PENGARUH PEMBELAJARAN RECIPROCAL TEACHING DIPADUKAN THINK PAIR SHARE TERHADAP PENINGKATAN KEMAMPUAN METAKOGNITIF BELAJAR BIOLOGI SISWA SMA BERKEMAMPUAN AKADEMIK BERBEDA DI KABUPATEN SIDOARJO." Jurnal Santiaji Pendidikan (JSP) 3, no. 2 (2013): 85–109. http://dx.doi.org/10.36733/jsp.v3i2.486.

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 In the globalization era, the world is developed without the boundary, the development of the sciences and technologies have been needed by people in the nation, to increase the quality of education. In the biology (sciences) has been needed to adapt student-centered learning paradigm than the teacher-centered. The purposes of the study are to apply the Reciprocal Teaching (RT), Think Pair Share (TPS), Reciprocal Teaching Plus Think Pair Share (RT+TPS) learning strategic to increase the metacognitive ability in learning biology for the senior high school students in Sidoarjo with differ

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Al-Jarrah, Tamer Mohammad, Jarrah Mohammad Al-Jarrah, Rania Hassan Talafhah, and Ibrahim Bashir. "Exploring the effect of metacognitive strategies on writing performance." Global Journal of Foreign Language Teaching 9, no. 1 (2019): 33–50. http://dx.doi.org/10.18844/gjflt.v9i1.3977.

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Among all the learning strategies, metacognitive strategy is a higher-order executive skill. Once learners have a good command of a metacognitive strategy, they will become more independent and autonomous and will be more capable of planning, monitoring and evaluating their learning process and thus become efficient learners. This research aims to investigate whether secondary students at the Almazar Schools use metacognitive learning strategies (MLS) in their writing performance and they are aware of them; also, to find out whether their teachers provide the development of MLSs in the classro

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Burgos Videla, Carmen. "INDAGACIÓN METODOLÓGICA CREATIVA PARA EL DESARROLLO DE ESTRATEGIAS METACOGNITIVAS EN ESTUDIANTES CON TALENTO ACADÉMICO." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (2016): 163. http://dx.doi.org/10.17060/ijodaep.2014.n1.v2.429.

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Abstract:CREATIVE INQUIRY METHODOLOGY FOR THE DEVELOPMENT OF METACOGNITIVE STRATEGIES IN STUDENTS WITH ACADEMIC TALENTThis paper presents the descriptive study was performed to group academically talented students attending the school enrichment program , the second cycle of Basic Education belonging to municipal schools in the region of Araucania, Temuco Chile. In order to understand and identify the metacognitive skills that can be enhanced through creative strategy, based didactic- pedagogical dimension in the design and articulation of puppets , composed of individual work , group, hand ,

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Phan, Mi Pham Kieu. "The Application of Metacognitive Note-taking Skills in Reading Lessons to EFL College Students." Journal of Effective Teaching in Higher Education 3, no. 1 (2020): 30–49. http://dx.doi.org/10.36021/jethe.v3i1.64.

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Metacognition has been considered as a key element for successful self-regulated learning. However, it seemed foreign to EFL college students. The present study examined students’ changes in metacognitive strategy use in the two conditions: one condition with the intervention of metacognitive note-taking skills (MNT) and one with the conventional teaching approach. Fifty-four students were randomly assigned to an experimental group (n=27) and a control group (n=27). Each group separately took part in a seven-session instruction outside school time, and then took a pretest and a posttest measur

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Ranjan, Ranjeeva, Andrew Philominraj, and Gaurav Kumar. "RELATIONSHIP BETWEEN METACOGNITIVE LEARNING STRATEGIES AND PROFICIENCY IN EFL CLASSROOM IN CHILE." Humanities & Social Sciences Reviews 7, no. 6 (2019): 938–45. http://dx.doi.org/10.18510/hssr.2019.76140.

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Purpose of the study: The main aim of the present study is to analyze and explain the use of metacognitive strategies in learning English as a foreign language (EFL) in Chile. To comprehend the metacognitive strategy usage of EFL learners, Oxford´s (1990) Strategy Inventory for Language Learning (SILL) was used in this study. Methodology: The present research is a quantitative study within the characteristics of the descriptive correlational framework in which the metacognitive strategies used by participants were examined in a university EFL setting. Further, the mid-semester grades wer

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Rieser, Svenja, Benjamin C. Fauth, Jasmin Decristan, Eckhard Klieme, and Gerhard Büttner. "The Connection Between Primary School Students’ Self-Regulation in Learning and Perceived Teaching Quality." Journal of Cognitive Education and Psychology 12, no. 2 (2013): 138–56. http://dx.doi.org/10.1891/1945-8959.12.2.138.

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Effective self-regulation is needed to foster student learning. A meta-analysis has shown that even primary school children benefit from training in self-regulated learning. However, there is a lack of research considering the connection between key aspects of regular classroom instruction and students’ self-regulated learning. This study investigates the hypothesis that in primary school, self-regulated learning is systematically related to the quality of teaching. Teaching quality is conceptualized as a multidimensional construct comprising classroom management, supportive climate, and cogni

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Lisnawati, Iis. "PEMBELAJARAN BAHASA INDONESIA BERBASIS STRATEGI BELAJAR BAHASA SEBAGAI PENDUKUNG IMPLEMENTASI KURIKULUM 2013." Jurnal Pendidikan Bahasa dan Sastra 14, no. 1 (2014): 43. http://dx.doi.org/10.17509/bs_jpbsp.v14i1.701.

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The scientific approach (observing, questioning, associating, experimenting and networking) employed in the 2013 curriculum requires students to not only master, experiment and create concepts but also to communicate results of analysis, findings or products to other students/parties. Indonesian teaching, therefore, is oriented not only for mastery of grammatical competence but also sociolinguistic, discourse ad strategic competences. To acquire such competences, an appropriate teaching strategy is called for. One such strategy is the so-called the language learning strategy, which refers to s

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Bakar, Mohamad Ariffin Abu, and Norulhuda Ismail. "CONCEPT OF METACOGNITIVE ONLINE DISCUSSION MODEL FOR ONLINE TEACHING TO ENHANCE STUDENTS’ ENGAGEMENT AND MASTERY DURING CORONAVIRUS OUTBREAKS." Asia Proceedings of Social Sciences 6, no. 1 (2020): 61–64. http://dx.doi.org/10.31580/apss.v6i1.1248.

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This concept paper discusses the design and development of metacognitive online discussion learning models to create active learning and ensure that students master mathematics contents during outbreaks online teaching sessions. The model aims to provide teachers with guidance and reference to produce a simple and effective online teaching to address the problems limitations of internet networks, applications, equipment and motivations of teachers and students during outbreaks. In addition to maintaining motivation, engagement, fun and effective to the students’ mastery of mathematics concepts

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Shi, Lan, and Eric C. K. Cheng. "Developing metacognitive teaching in Chinese language through conducting lesson study in Shanghai." International Journal for Lesson & Learning Studies 10, no. 1 (2020): 75–88. http://dx.doi.org/10.1108/ijlls-09-2020-0065.

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PurposeThis paper investigates the effectiveness of metacognitive teaching methods on students' reading comprehension through a lesson study case conducted in Shanghai.Design/methodology/approachThis study adopts an experimental design with control groups and experimental groups. Plan–do–check–act (PDCA) cycles of lesson study were conducted to evaluate the effectiveness of modeling, self-questioning, think aloud and KWL strategy in Chinese language lessons. Metacognitive teaching strategies were implemented at a junior high school in Shanghai. The data was collected via lesson observation, in

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Jamilah, Nur. "The effectiveness of using metacognitive strategy to teach online reading comprehension for English Young Learners." Journal of Research on English and Language Learning (J-REaLL) 2, no. 1 (2021): 209. http://dx.doi.org/10.33474/j-reall.v2i1.9519.

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This research aims to identify the effectiveness of using metacognitive strategy in teaching online descriptive text. Fifty students of the second year at MA Al-Istiqomah, Mojokerto were involved in this study. This research is One-Group Pretest-Posttest Design. Students’ reading achievement based on the minimum passing score and field notes were the instruments to get the data. The present study results in the implementation of metacognitive strategy improved the students’ skill in reading online descriptive text especially in ascertaining main idea, supporting idea and topic sentence. This s

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Ruiz de Zarobe, Yolanda, and Simone Smala. "Metacognitive Awareness in Language Learning Strategies and Strategy Instruction in CLIL Settings." Journal for the Psychology of Language Learning 2, no. 2 (2020): 20–35. http://dx.doi.org/10.52598/jpll/2/2/3.

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This article contrasts two studies that focus on language learning strategies (Study 1) and strategy instruction (Study 2) in CLIL programs. Drawing from the literature on language learning strategies and strategy instruction, we propose a theoretical framework that takes into account metacognitive awareness as a useful concept to capture the interrelatedness of teaching, learning and using language learningstrategies in CLIL. We approach metacognitive awareness from two positions: 1) as a concept that describes self-regulated learning in students and constitutes one of the important areas of

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LEVCHYK, IRYNA, OKSANA MAZUR, and NATALIIA ZAKORDONETS. "THE IMPACT OF METACOGNITIVE READING STRATEGIES ON MASTER STUDENTS’ EFL READING PROFICIENCY AND ACADEMIC ACHIEVEMENT." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2021): 98–109. http://dx.doi.org/10.25128/2415-3605.21.1.12.

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The paper deals with direct influence on reading proficiency and other advantages of application of metacognitive strategies by master students in order to improve ESL when learning Academic English course. There have been given definitions of the terms “reading strategy”, “metacognitive reading strategy”. The main structural components and functions of metacognitive strategies have been described, their role and priority of application by master students in academic texts processing have been estimated and discussed. Highly effective metacognitive reading strategies have been selected and cor

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Krishnan, Saratha, Aizan Yaacob, and Arsaythamby Veloo. "METACOGNITIVE LISTENING STRATEGY TRAINING: EXPLORING ESL PRE-UNIVERSITY STUDENTS’ METACOGNITIVE AWARENESS AND THEIR PERCEPTION." Practitioner Research 2 (September 6, 2020): 83–102. http://dx.doi.org/10.32890/pr2020.2.5.

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This study examines pre-university students’ metacognitive knowledge and their perception after nine weeks of metacognitive listening strategy training. In total, 31 students were selected from four intact classes in a matriculation college located in the northern region of Malaysia. Students received 9 weeks of Metacognitive Strategy Training (MST) during their listening classes. Focus group interviews were conducted after the strategy training to elicit students’ metacognitive knowledge and their perceptions of MST. Students were divided into five groups for the focus group interviews. Thema

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Rieser, Svenja, Alexander Naumann, Jasmin Decristan, Benjamin Fauth, Eckhard Klieme, and Gerhard Büttner. "The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school." British Journal of Educational Psychology 86, no. 4 (2016): 526–45. http://dx.doi.org/10.1111/bjep.12121.

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Hamdi Khosroshahi, Hamideh, and Ali Merç. "Listening self-efficacy beliefs, L2 listening proficiency, and listening strategy training." ELT Forum: Journal of English Language Teaching 9, no. 2 (2020): 1–14. http://dx.doi.org/10.15294/elt.v9i2.41855.

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Self-efficacy plays an important role in language learners’ performances in language learning. Studies report that explicit teaching of strategies, self-efficacy, and better learner performance are interdependent concepts. This entails the fact that language teachers should focus on the first two in order to increase the learners’ performance. The aim of this study is to find out how teaching cognitive and metacognitive strategies affect EFL learners’ performances and self-efficacy beliefs in listening comprehension tasks. Ninety students participated in this study, thirty of whom were part of

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Giri, Vetti, and MU Paily. "Effect of Toulmin’s Argument Pattern within TRGSR Teaching Learning Strategy on Students’ Metacognition." International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (2020): 1161–73. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201263.

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Hidayati, Hidayati. "THE EFFECT OF METACOGNITVE LEARNING STRATEGY TOWARDSTUDENTS’ ACHIEVEMENT IN LISTENING COMPREHENSION (AN EXPERIMENTAL STUDY AT THE SECOND YEAR STUDENTS OF MTs.AL- MADANIYAH JEMPONG MATARAM IN ACADEMIC YEAR 2016-2017." Linguistics and Elt Journal 10, no. 2 (2019): 23. http://dx.doi.org/10.31764/leltj.v10i2.791.

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This study is about the effect of metacognitive learning strategy toward students’ achievement in listening comprehension an experimental study at the second-year students of MTs.AL-MADANIYAH Jempong Mataram in the academic year 2016-2017. The purpose of the study is to know whether there is an effect of metacognitive learning strategy or not toward students’ achievement in listening comprehension. The research method was quasi-experimental research with nonequivalent control group design. The population of the research was all of the second year Students of MTs.AL-MADANIYAH Jempong Mataram, c

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Usodo, Budi, Sutopo Sutopo, Henny Ekana C, Ira Kurniawati, and Yemi Kuswardi. "Development of problem-based learning model with metacognitive strategy to improve students’ problem-solving ability." International Journal of Science and Applied Science: Conference Series 1, no. 1 (2017): 79. http://dx.doi.org/10.20961/ijsascs.v1i1.5124.

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This research was conducted to: examine the problem solving ability of students in mathematics education FKIP UNS, (2) develop problem-based learning model with metacognitive strategy, (3) examine the effectiveness of problem-based learning model with metacognitive strategy. Three methods were used in this research: descriptive quantitative, research and development (RnD), and experimental method. The development method used 4-D model which consists of four phases: define, design, develop, and dessimenete. Experimental method was conducted to examine the effectiveness of learning model develop

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Xu, Wei. "Exploring ESL/EFL Teachers’ Pedagogical Content Knowledge on Reading Strategy Instruction." English Language Teaching 8, no. 11 (2015): 155. http://dx.doi.org/10.5539/elt.v8n11p155.

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<p>Any instructional practice must be derived from a teacher’s knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers’ practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of teachers are still scarce. This paper tends to synthesize ESL/EFL teachers’ pedagogical content knowledge of reading strategy instruction through learning the expertise conveyed in literature. Drawing on related studies in the field of reading

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Chen, Xin, and Gengsheng Xiao. "A Survey Study of Chinese College Engineering Students’ Use of Metacognitive Strategies in English Writing." Theory and Practice in Language Studies 6, no. 7 (2016): 1390. http://dx.doi.org/10.17507/tpls.0607.09.

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Metacognitive strategy has been recognised as a crucial factor in language learning, and its role in English writing for Chinese learners still remains unknown. The present study investigates 215 Chinese college engineering students’ use of metacognitive strategies through employing research methods of questionnaire survey and writing proficiency test. According to the results, it is found that selective attention and self-monitoring are used in writing quite often, while planning and self-evaluation are seldom used. Besides, the differences in the use of metacognitive strategies between fresh

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Supakorn, Patnarin, Min Feng, and Wanida Limmun. "Strategies for Better Learning of English Grammar: Chinese vs. Thais." English Language Teaching 11, no. 3 (2018): 24. http://dx.doi.org/10.5539/elt.v11n3p24.

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The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach to learning strategies. To fill in these gaps, this study aimed at finding the grammar learning strategies adopted by high school students as well as exploring the national differences between Chinese and Thai students. The results showed that in gene

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Cao, Zhaowen, and Yuewu Lin. "A Study on Metacognitive Strategy Use in Listening Comprehension by Vocational College Students." English Language Teaching 13, no. 4 (2020): 127. http://dx.doi.org/10.5539/elt.v13n4p127.

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Metacognitive strategies concerning general skills, through which learners manage, direct, regulate and guide their learning. For several decades, researchers have recognized the importance of Metacognitive strategy use for successful English listening comprehension. Most of the previous studies of metacognitive strategies use in China have been carried out among undergraduates, but few focus on that of vocational college students. Therefore, it is necessary to carry out investigation into metacognitive strategies use in English listening comprehension among vocational college students so as t

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Morse, Kate J., Mary K. Fey, and Susan Gross Forneris. "Evidence-Based Debriefing." Annual Review of Nursing Research 39, no. 1 (2020): 129–48. http://dx.doi.org/10.1891/0739-6686.39.129.

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Ongoing shifts in the healthcare system require practitioners who possess metacognitive skills to evaluate their decisions and the thinking and rationale guiding those decisions. In an effort to design learning activities that support metacognition in nursing education, undergraduate and graduate faculty, are embracing simulation-based education (SBE) as an effective teaching and learning strategy. SBE includes prebriefing, the simulation scenario, and debriefing, all of which are supported by psychological safety. Prebriefing precedes the entire learning process and is integral to engagement

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Morse, Kate J., Mary K. Fey, and Susan Gross Forneris. "Evidence-Based Debriefing." Annual Review of Nursing Research 39, no. 1 (2020): 129–48. http://dx.doi.org/10.1891/0739-6686.39.129.

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Ongoing shifts in the healthcare system require practitioners who possess metacognitive skills to evaluate their decisions and the thinking and rationale guiding those decisions. In an effort to design learning activities that support metacognition in nursing education, undergraduate and graduate faculty, are embracing simulation-based education (SBE) as an effective teaching and learning strategy. SBE includes prebriefing, the simulation scenario, and debriefing, all of which are supported by psychological safety. Prebriefing precedes the entire learning process and is integral to engagement

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Turmudi, T., E. Susanti, A. Abdussakir, and N. M. Tajudin. "Effect of the teaching and learning mathematics strategy based on metacognitive scaffolding on instructional efficiency." Journal of Physics: Conference Series 1375 (November 2019): 012003. http://dx.doi.org/10.1088/1742-6596/1375/1/012003.

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Saputro, Teguh Hadi, Adityo Adityo, and Amalia Ayu Wardhani. "Integrating Strategy-Based Instructions In 7th-Grade Speaking Classroom At SMP Muhammadiyah 2 Batu." JINoP (Jurnal Inovasi Pembelajaran) 3, no. 1 (2017): 550. http://dx.doi.org/10.22219/jinop.v3i1.3968.

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Second language (L2) pedagogy and second language acquisition (SLA) have acknowledged the significant role of learning strategies. It, then, suggests the significance of learning strategies in second language learning or, even, acquisition, especially helping students be better learners. With regard to this, a community service project is proposed to implement this SBI in SMP Muhammadiyah 2 Malang. The students’ problem in speaking ability seems to derive from lacks of knowledge about oral communication strategies (OCSs). Therefore, the project team plans to implement an SBI which is mostly th

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Zatalini, Rinia. "RECTIFYING THE TEACHING OF INTENSIVE READING THROUGH METACOGNITIVE STRATEGY: A CASE IN AN INDONESIAN JUNIOR HIGH SCHOOL." International Journal of Educational Best Practices 3, no. 1 (2019): 1. http://dx.doi.org/10.31258/ijebp.v3n1.p1-14.

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Since intensive reading has long been a part of curriculum core in Indonesia and is the main and only English skill tested in the National Examination, many teaching procedures usually focus on ways to assist students succeed in the examination. Therefore, there is a tendency for teachers to simply equip students with texts and help to make sense of the texts by translation so that enabling students to answer the given questions. While it may be helpful to some extent, there is a claim that this mode of teaching is (1) less accurate as it is deemed as practising reading, not teaching students

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Al-Qahtani, Abdulaziz Ali. "Investigating Metacognitive Think-Aloud Strategy in Improving Saudi EFL Learners' Reading Comprehension and Attitudes." English Language Teaching 13, no. 9 (2020): 50. http://dx.doi.org/10.5539/elt.v13n9p50.

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The current study&#39;s objective examines the effectiveness of using a Think-Aloud strategy in improving Saudi EFL learners&#39; reading comprehension and attitudes towards learning. A quantitative study with a quasi-experimental design was implemented through applying two different instruments: Reading Comprehension Skills Test and Attitude Scale towards learning EFL. The study adopts a pre-post control group design where forty students were randomly assigned to either a control or an experimental group. Students of the experimental group were instructed by using metacognitive Think-

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White, Cynthia. "Strategy choice and the target language." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 169–82. http://dx.doi.org/10.1075/aralss.12.11whi.

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Abstract This paper compares the strategies used by a group of English native speakers to develop competence in Japanese, a non-cognate language, and in a more familiar language, French. The participants were undergraduate students enrolled in both French and Japanese language courses. A verbal report procedure, the yoked subject technique, was used to gather data on strategy use by learners as they worked with target language materials. The data was analysed according to four dimensions of strategy use: metacognitive, cognitive, social and affective. The results indicated that the cognitive s

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Sumarni, Sumarni, and Noor Rachmawaty. "Gender Differences in Language Learning Strategies." Ethical Lingua: Journal of Language Teaching and Literature 6, no. 1 (2019): 13–22. http://dx.doi.org/10.30605/ethicallingua.v6i1.1169.

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This study investigates the application of language learning strategies by different gender of university students. To do so, memory, cognitive, compensation, metacognitive, affective, and social language learning strategies were investigated. To collect data, the Strategy Inventory for Language Learning (SILL; Oxford, 1990) was administered to male and female student. They, then, were analyzed using descriptive statistics. The findings of the study indicated that students used a wider range of learning strategies and different from those often preferred by their gender. Both female and male o

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Hanan Mustapha, Nik, Nurazan Mohmad Rouyan, Nik Farhan Mustapha, Nadwah Daud, and Kamarul Shukri Mat Teh. "Expert Views on Metacognitive Strategies for Arabic Language Learning: An Application of the Fuzzy Delphi Method." International Journal of Engineering & Technology 7, no. 4.38 (2018): 1034. http://dx.doi.org/10.14419/ijet.v7i4.38.27634.

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The purpose of this paper is to seek expert opinion on the importance of each of the metacognitive strategies. It uses the Fuzzy Delphi Method which is a scientific analysis technique to obtain expert consensus on a particular issue. In this paper, ten experts in the field of Arabic language teaching from five public universities in Malaysia participated to rank the importance of nine metacognitive strategies from the Strategy Inventory for Language Learning (Oxford, 1989). Findings indicate that they agree on the importance of the know-how knowledge, superiority of planning over monitoring an

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Siswati, Bea Hana, Slamet Hariyadi, and Aloysius Duran Corebima. "PENGARUH MODEL PEMBELAJARAN RQAAD TERHADAP MOTIVASI BELAJAR DAN KETERAMPILAN METAKOGNITIF MAHASISWA MATA KULIAH STRATEGI BELAJAR MENGAJAR BIOLOGI." Jurnal Pendidikan Biologi 12, no. 2 (2021): 129. http://dx.doi.org/10.17977/um052v12i2p129-135.

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Abstrak. Pembelajaran yang bermakna adalah pembelajaran yang dapat dengan mudah dipahami oleh peserta didik dan informasi-informasi yang diperoleh bisa bertahan lama di dalam Long Term Memory (LTM) peserta didik. Pembelajaran di masa pandemic Covid-19 yang dilakukan secara daring tentu tidak berbeda dengan pembelajaran yang dilakukan secara luring. Suatu model/strategi pembelajaran tetap bisa digunakan dalam pembelajaran, termasuk juga model pembelajaran RQAAD (Reading, Questioning, Answering, Analyzing, Discussing). Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran RQAAD t

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Žindžiuvienė, Ingrida Eglė. "DEVELOPMENT OF METACOGNITIVE AND SOCIO-AFFECTIVE STRATEGIES IN EFL CLASSES AT SECONDARY SCHOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 481. http://dx.doi.org/10.17770/sie2019vol2.3808.

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The article focuses on the development of learning strategies during the process of foreign language learning. With the obvious implementation of cognitive learning strategies, the development of other types of strategies, metacognitive and socio-affective, remains an urgent issue. Very often these latter strategies are either disregarded or dismissed during the language learning process. However, recent studies have pointed out the necessity for the development of all types of learning strategies and their implementation at an early stage of learning. Therefore, the aim of this research is to

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Nursyarah, Vera, Nur Arifah Drajati, and Ngadiso Ngadiso. "Exploring EFL Student-Teachers’ Metacognitive Awareness in Extensive Listening." International Journal of Language Teaching and Education 3, no. 2 (2019): 98–107. http://dx.doi.org/10.22437/ijolte.v3i2.7961.

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Listening plays a vital role in the field of foreign and second language learning. The study aimed to explore which types of metacognitive awareness and how participants employed it when they practiced Extensive listening outside the classroom. The participants involved in the study were two undergraduate students in one of the state universities in Indonesia. Both of them are males majoring in English Department in teaching training faculty. The study used a Case study research design. Semi-structured interview and documentation were used as a tool to collect the data. The instrument was adap

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Gemilang, Damar, and Hastuti Listiana. "Teaching Media in the Teaching of Arabic Language/ Media Pembelajaran dalam Pembelajaran Bahasa Arab." ATHLA : Journal of Arabic Teaching, Linguistic and Literature 1, no. 1 (2020): 49–64. http://dx.doi.org/10.22515/athla.v1i1.3048.

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This article discusses the media of learning Arabic language, through library studies that focus on distributing material effectively to students without making them boring. The limited creations and variations in learning as well as the low ability of Arabic language maharah of students make the role of the media so important. The selection of media correctly, can improve the mastery of material skills, motivate, and stimulate students. Through library studies from journals, papers, and books on learning media for the Arabic curriculum which are then analyzed and concluded data will be obtain

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Rabadi, Reem Ibrahim. "Vocabulary Learning Strategies Employed by Undergraduate EFL Jordanian Students." English Language and Literature Studies 6, no. 1 (2016): 47. http://dx.doi.org/10.5539/ells.v6n1p47.

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<p>The present study investigates the various vocabulary learning strategies (VLSs) used by undergraduate Jordanian students majoring English Language and Literature in Jordanian universities. The five categories of the vocabulary learning strategies (Memory, Determination, Social, Cognitive, and Metacognitive) were used in this study following Schmitt’s taxonomy. For this purpose, a questionnaire containing forty items selected from Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) was administered to a pool of 110 Jordanian students majoring in English Language and L

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Kozcu Çakır, Nevin. "The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates." International Journal of Research in Education and Science 6, no. 2 (2020): 347. http://dx.doi.org/10.46328/ijres.v6i2.975.

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In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. “The Science Teaching Efficacy Belief Instrument” was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical corr

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