Metacognitive Strategies

Objective: The study aimed at investigating the effect of scaffolding strategies as thinking out loud and verbalization of instructions strategies on the generalization skills of language-related concepts in mildly intellectual disabled students. Method: Twenty-seven subjects in three treatments were trained in solving a pattern of the Thurston letter series task. Group1 students received language concepts through training in verbal instructions and thinking out loud strategy. Group 2 students received language concepts training through computers. Group 3 students received training in language concepts through thinking out loud, verbal instructions and computer software. Pre-training measures to subjects' chronological age, Verbal Analogies Test and training trials were collected. Training measures pertaining to acquisition, maintenance and generalization of pattern completion tasks were collected. Mean scores and standard deviations were obtained for each dependent measure. Results: The treatment effect was studied by a series of one way ANOVAS and a tukey post hoc test, which revealed that there was a significant difference between group1 and group 2, since the difference between the means (m1-m3) =-2.556 and p= 0.000. Also, the difference is shown between group 2 and group 3 since the difference between the means (m2-m3) =-2.333 and p= 0.000 and in both cases p is less than 0.05. Moreover, group 3 had a higher mean (M= 3.89) than group2 (M= 1.56) and group1 (M= 1.33). 278 Conclusion: Group 3 had the ability to become self-regulated by solving the untrained letter patterns. Thus, we can conclude that training in scaffolding strategies, such as thinking out loud and verbalization of instruction strategies, helped individuals with an intellectual disability to acquire metacognitive strategies. This enabled them to generalize the learning experience and become self-regulated and better problem solvers. Also, using a computer program promoted the use of metacognitive strategies. Once students internalize target strategies, they can transfer these to second language patterns; therefore, it enhances the generalization of learning individuals with an intellectual disability. Recommendations for further research were discussed.

The present study aimed at developing English as a foreign language (EFL) college students' translation performance through raising their awareness of related syntactic and semantic errors. During the pilot study, the researcher analyzed fifty translated passages from students' assignments. The aim of this systematic analysis was necessary to build a list of their most frequent errors. Besides, a checklist was used to determine students' level of awareness of these errors. As a result, a program based on some metacognitive strategies was developed to raise students' awareness of syntactic and semantic errors to improve their translation performance. Metacognition awareness went through five stages of preparation, presentation, practice, evaluation, and expansion. Students worked together in the process of translation to translate the given passages. They worked in pairs to proofread their translation by identifying their errors, correcting them, and finally editing their final copy. A pre-post translation test was developed to assess students' translation performance. Data obtained from the test was dealt statistically with SPSS software. The results indicated improvement in students' translation performance.

Online learning environment is becoming more popular among learners because of its multiple information representation. Many researchers are interested to investigate online reading strategies and their effects on reading comprehension. Despite the growing importance of online reading strategies among adult learners, little attention has been given to postgraduate EFL learners. This study is a quantitative research designed and aimed at investigating metacognitive reading strategies used by the Iranian postgraduate learners to read online academic texts. Purposive sampling method was used to select 39 Iranian postgraduate students who were studying in different Universities in Malaysia. The questionnaires used in this study were the MARSI questionnaire developed by Mokhtari and Sheorey (2002). Findings of this study emphasized on metacognitive reading strategies used by adult learners of various age groups and fields of study. The results revealed that adult learners use Computer, i...

Research has showed a positive relationship between metacognitive knowledge and success in reading comprehension. Thus, it is important to be aware of metacognitive strategy use in reading comprehension. This study was intended to explore metacognitive strategies in reading academic texts among more and less proficient English university student readers. To this end, 75 English as a foreign language (EFL) students (including 45 more proficient and 30 less proficient students), who were selected nonrandomly from two universities, participated in this mixed-methods study. To collect data, the Survey of Reading Strategies and the Test of English as Foreign Language were administered to them. Also, to elicit how they utilize the metacognitive strategies, five more proficient and five less proficient EFL readers were asked to undertake think-aloud tasks. Results of quantitative (t-tests) and qualitative data analysis showed that there were significant differences between the metacognitive strategies used by more and less proficient readers. More proficient readers reported using the strategies at a high frequency level overall, but less proficient readers reported using them at a moderate frequency level. More proficient readers preferred to use problem-solving strategies followed by global strategies, whereas less proficient ones preferred to use problem solving strategies followed by support strategies. In addition, the results of think-aloud indicated that the more and less proficient readers" methods of employing metacognitive strategies differed, to some extent, from each other in quality of use. The findings provide implications for low proficiency EFL readers who intend to improve their reading comprehension and learning autonomy.

This study aims to investigate the use of metacognitive online reading strategies among Iraqi students. The research seeks to answer the following research questions: (i) What are the metacognitive online reading strategies of Iraqi fourth year undergraduate students when they read online academic text? (ii) What are the difficulties faced by Iraqi fourth year undergraduates when they read online academic text?. Using a quantitative approach, the study deployed questionnaires which were administered on 50 fourth year students of Al-Salam University College, Baghdad Iraq. The response of the metacognitive online reading strategies among the students was assessed differently. The students adopt online dictionaries, reading e-books and online journal articles are some of the ways to increase the students' reading ability and enhance online reading among English as foreign language (EFL) students from Iraq. The researcher analyzed students metacognitive reading strategies usage and their problems. Based on the quantitative analysis of the students' responses to the SORS questionnaire, the students showed that problem-solving reading strategies (µ=3.59) is the most frequently used strategy followed by support reading strategies (µ=3.49) and global reading strategies (µ=3.42). All these identified themes provide and help the students to improve their reading skills. The researcher recommends that future research examine other reading strategies with online or even print text. Moreover, reading strategies should be taught to English as foreign language (EFL) students.

The current study's objective examines the effectiveness of using a Think-Aloud strategy in improving Saudi EFL learners' 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-Aloud strategy, whereas, the control group received traditional treatment such as skimming and scanning techniques. The findings of the study showed that the attitudes and reading comprehension skills of the experimental group improved significantly as opposed to the control group. The study gives more insight into the importance of applying a Think-Aloud strategy in teaching reading comprehension inside EFL educational context. The study also suggests recommendations for EFL teachers to increase the efficiency of applying this strategy through their teaching procedures.

The current study's objective examines the effectiveness of using a Think-Aloud strategy in improving Saudi EFL learners' 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-Aloud strategy, whereas, the control group received traditional treatment such as skimming and scanning techniques. The findings of the study showed that the attitudes and reading comprehension skills of the experimental group improved significantly as opposed to the control group. The study gives more insight into the importance of applying a Think-Aloud strategy in teaching reading comprehension insi...

ISBN: 0827-3383

In the current research, the use of students’ metacognitive strategies with and without special learning difficulties was studied as well as any differentiation of this use because of class or gender. The tool which was used was Junior Metacognitive Awareness Inventory, Version B (Jr. MAI) of Sperling et al. (2002) and is based on Brown’s theoretical framework and includes the two dimensions of metacognition: “the knowledge of cognition” and “the regulation of cognition”. It’s the first time that the tool has been used in Greek student population of this age with and without special learning difficulties. Two hundred and forty students (245) participated in this research, fifty eighty (58) students with special learning difficulties and a hundred and eighty seven (187) students without special learning difficulties. The students of the two groups of the 5th and 6th grade presented several similarities regarding their preference in the use of the knowledge of cognition. The differentiation which appears in the rates is mainly quantitative and refers to the frequency of the use of strategies and not qualitative, which indicates that both teams are faced with difficulties because of the regulation of cognition as a cognitive process of superior level. Girls in relation to boys in the total of the sample use more often the strategies of regulation of cognition and not of the knowledge of cognition.

The field of English for specific purposes (ESP), which addresses the communicative needs and practices of particular professional or occupational groups, has developed rapidly in the past forty years to become a major force in English language teaching and research. ESP draws its strength from an eclectic theoretical foundation and a commitment to research-based language education which seeks to reveal the constraints of social contexts on language use and the ways learners can gain control over these. In this chapter, I will briefly point to some of the major ideas and practices that currently influence ESP, focusing on needs analysis, ethnography, critical approaches, contrastive rhetoric, social constructionism, and discourse analysis. I then go on to look briefly at some of the effects ESP has had on language teaching and research, arguing that it has encouraged teachers to highlight communication rather than language, to adopt a research orientation to their work, to employ collaborative pedagogies, to be aware of discourse variation, and to consider the wider political implications of their role. Together these features of ESP practice emphazise a situated view of literacy and underline the applied nature of the field.

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 classroom. In a class of 22 students, just 10 volunteered to respond the interview questions. The findings showed that only less than half of the participants used were aware of MLS. This paper, therefore, intends to introduce metacognitive instruction in order to raise English as a Foreign language writing instructors' awareness in teaching and in order to train students to become self-regulated learners.

Since communicative aspects of language get noticeable attention and learning strategy use is taken as one of the significant ways for second and foreign language learning and teaching, any attempts to investigate is relationship between metacognitive strategies, learner characteristics, and willingness to communicate seem warranted. To fulfill this goal, 95 EFL learners were asked to attempt, three questionnaires including MSQIT, GLLQ, and WTCQ. Also, an interview was run with 10 randomly selected participants. The Pearson Correlation Coefficients revealed that there is no relationship between metacognitive strategy use and WTC, but there is a significant relationship between metacognitive strategies and GLL. Furthermore, a significant relationship between GLL and WTC was found. The findings assert on the important role of learning strategies and communication in EFL education and bears implications on teaching and learning processes.

The purpose of this action research was to find out the effect metacognitive strategies had in the writing performance of second semester students at the modern languages program in a university. The project followed three stages: A) a diagnostic whose aim was to reveal the main difficulties in the writing performance done with interviews, questionnaires, diary entries and a pretest. B) an action that consisted in the application of six lesson plans, divided into three main phases, each aimed at the application of three metacognitive strategies. The lesson plans followed the CALLA model (Cognitive Academic Language Learning Approach). C) an evaluation to know the results obtained at the end of the process, including a posttest. The findings reported the effectiveness of using metacognitive strategies for enhancing writing in content, vocabulary, mechanics, accuracy, and fluency, which subsequently allowed to increase the students’ self-motivation, self-awareness, and self-confidence towards EFL writing.

El propósito de esta investigación fue encontrar el efecto que tuvieron las estrategias metacognitivas en la escritura de estudiantes de segundo semestre de una universidad. El proyecto se desarrolló en tres etapas: A) un diagnóstico cuyo propósito fue el de revelar las principales dificultades en la escritura a través de entrevistas, cuestionarios, entradas de diario y un pre-test. B) una acción la cual consistió en la ejecución de seis planeaciones de clase divididas en tres fases, cada una de ellas dirigidas a la aplicación de tres estrategias metacognitivas. Las planeaciones de clase siguieron el modelo CALLA. C) una evaluación para conocer los resultados obtenidos al finalizar el proceso, incluido un post-test. Los hallazgos reportaron la efectividad del uso de estrategias metacognitivas para mejorar la escritura en cuanto al contenido, vocabulario, mecánicas, precisión y fluidez, lo que a su vez permitió incrementar en los estudiantes su auto-motivación, auto-consciencia y auto-confianza hacia la escritura del inglés como lengua extranjera.

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 were used for quantifying proficiency to see the correlation between proficiency and the use of metacognitive strategies. Main Findings: Results showed that the participants used metacognitive strategies more frequently with an average use of 4.16. Two groups of strategies showed a positive relationship with language performance; cognitive (r=.26) and metacognitive strategies (r=.585). The measured R² (coefficient of determination) was found to be .342 which means 34% of the variance for the language proficiency of the participants was explained by metacognitive strategy use. Applications of this study: The results of this study can be applied by the language teachers in their classroom teaching practices and by researchers for furthering their research in the field of language learning strategies. It can also be used by the students to facilitate their learning process. Novelty/Originality of this study: The present study is a contribution to our understanding of how the learners use metacognitive skills and strategies in learning a foreign language. Language teachers can use these strategies in their classroom for successful learning.

The purpose of the present study was to investigate the effectiveness of teaching metacognitive strategies on academic self-efficacy and reflective thinking in high school students. The research was a quasi-experimental design with pre-test and post-test design with control group. The statistical population of the present study was all high school students in Tabriz in the academic year of 2018-2019. Fifty people were selected by random sampling and were divided into experimental and control groups (25 for each group). The intervention group was exposed to metacognitive strategies training and the control group received no training. Data were collected using Bergas and Jones (2001) Academic Disability Questionnaires and Thoughts of Camber and Leung (2000). Data were analyzed using covariance analysis. The results showed that teaching metacognitive strategies has a positive effect on students' academic self-efficacy and reflective thinking. Therefore, attention to teaching meta-cognitive strategies plays an important role in students' self-handicapping and reflective thinking.

Introducción. Al hablar del conocimiento sobre el propio conocimiento, sobre cómo se percibe, se comprende, se aprende, se recuerda y se piensa, estamos hablando sobre meta-cognición. La misma es considerada un aspecto decisivo en el desarrollo del pensamiento reflexivo, el aprendizaje autónomo y la construcción del conocimiento. En la literatura pueden encontrarse varios instrumentos destinados a medir aspectos meta-cognitivos, sin embargo, no ha podido hallarse algún instrumento que estuviera relacionado con las estrategias meta-cognitivas en el área de matemática. Por lo que este estudio tiene por objetivo diseñar dos inventarios, uno sobre estrategias meta-cognitivas generales y otro sobre estrategias meta-cognitivas para integrales indefinidas a partir del inventario de conciencia meta-cognitiva de adultos.Método. El estudio se centró en la traducción al castellano del inventario de conciencia meta-cognitiva de adultos (MAI) y su adaptación a las estrategias meta-cognitivas gen...

This study mainly represented different vocabulary learning strategies applied by foreign language learners. The general objective of the study was to investigate and find out the frequency of using vocabulary learning strategies among foreign language learners according to their gender and classes. In the study, a questionnaire including forty- one statements was administered to the 10th and 11th classes of Edirne Teacher Training High School on the 2th May 2008 with the aim of achieving the objectives of the study via using Microsoft Excel and SPSS (Statistical Package for the Social Sciences). The program were used to analyze the findings in the regards. The results reached at the end of the study indicated that the meta-cognitive strategies were the most frequently used vocabulary learning strategies among the foreign language learners. On the other hand, it was seen that cognitive strategies were the least commonly applied vocabulary learning strategies among the students.

In today’s world, where information can reached be at a single click of a finger, the ability to read and understand information is vital. In Ecuador, the new regulations of the government require university undergraduate students to get B1 level before reaching 60% of the total number of credits to continue with their majors (Reglamento de Régimen Académico, 2015). The current study intends to shed some light on the importance of teaching metacognitive reading strategies to students. The study took place at a private university in Cañar, Ecuador. There were 40 participants in total at B1level. The researchers applied a placement test to confirm the English level of students and administered a pre- and post-test to them as well as the Metacognitive Reading Strategy Questionnaire (MRSQ). The results demonstrated that direct instruction of metacognitive reading strategies improved students’ level of reading comprehension.

Resumen En este artículo se aborda el tema de la metacognición como una alternativa viable para formar alumnos autónomos, sobre la base de una educación que potencia la conciencia sobre los propios procesos cognitivos y la autorregulación de los mismos por ...

Zusammenfassung. Das von Wild und Schiefele (1994) vorgestellte Inventar zur Erfassung von Lernstrategien im Studium (LIST) wird an einer Stichprobe von N = 577 berufstätigen Studierenden vier unterschiedlicher Hochschulen untersucht. Die von Wild und Schiefele angenommene Struktur der kognitiven, ressourcenbezogenen und metakognitiven Lernstrategien wird hier erstmals faktorenanalytisch überprüft. Darüber hinaus wird erstmals die dreifaktorielle Struktur der metakognitiven Lernstrategien mit dem LIST-Inventar nachgewiesen. Schließlich sind im Sinne einer Außenvalidierung des LIST Zusammenhänge zwischen Lernstrategien und Lernerfolg der Studierenden nachweisbar.

El presente artículo tuvo como objetivo identificar el desarrollo y tendencias de las investigaciones relacionadas con la metacognición y los procesos de lectura y escritura académica. Para dar cuenta de ello, se hace una revisión sistemática, seleccionando 46 documentos que cumplían con los criterios de exclusión propuestos: a) relación entre la metacognición y los procesos de lectura o escritura, y b) realizarse en contextos de educación superior. Los resultados permiten identificar claramente las temáticas de investigación en este ámbito, dando cuenta de los avances y alcances del uso de la metacognición en la alfabetización académica.

This research was aimed at finding out (1) the degree of metacognitive strategies applied by English Department students of UNIMED in listening comprehension (2) the difficulties of application metacognitive strategies by English Department students of UNIMED in listening comprehension. The study was conducted in English Department of UNIMED Medan. It was applied to 28 students in forth semester. Since the study was aqualitative research, the data were analyzed quantitatively by means of observation, questionnaire, Think Aloud Protocols (TAP) and interview. The questions in questionnaire and interview are based on Chammots and O Malleys as experts in metacognitive strategies. The data analysis shows the degree of application metacognitive strategies. The study shows that the students application is low. The students only apply some parts of sub-categories in metacognitive strategies as their habit in doing their listening task. As metacognitive strategies deals with the subjects kno...

The aim of this study was to determine the predictive role of academic motivation in relation to students' identity styles and metacognitive strategies. The research method is descriptive-correlational. The statistical population of the study includes all female students in the second grade of the second secondary school in Zahedan in the academic year 1394-1393 to 2559 people, from which a sample of 336 people was selected using multi-stage cluster sampling.

This comprehensive book examines approaches to teaching students who aim to make the leap from “Advanced” or “Superior” proficiency in a foreign language to “Distinguished” or “near-native” ability. While there are copious publications on classroom techniques and ...

Este artículo presenta resultados de una investigación cuyo objetivo principal se centró en orientar la implementación de estrategias metacognitivas para mejorar la comprensión lectora y, en especial, de inferencias en textos expositivos, mediante una intervención pedagógica apoyada en tres procesos: antes, durante y después de la lectura. La metodología utilizada fue de tipo pre-experimental, con un diseño pre test- post test, sin grupo de control. Según la comparación de los promedios con la t-Student para muestras dependientes, con una significación del 0,05, se concluyó que el uso de las estrategias metacognitivas influyó favorablemente en el proceso lector de estudiantes de secundaria, Grado Octavo, de dos Instituciones Educativas públicas de los municipios de Nuevo Colón y Samacá (Boyacá, Colombia).

Este artículo presenta resultados de una investigación cuyo objetivo principal se centró en orientar la implementación de estrategias metacognitivas para mejorar la comprensión lectora y, en especial, de inferencias en textos expositivos, mediante una intervención pedagógica apoyada en tres procesos: antes, durante y después de la lectura. La metodología utilizada fue de tipo pre-experimental, con un diseño pre test- post test, sin grupo de control. Según la comparación de los promedios con la t-Student para muestras dependientes, con una significación del 0,05, se concluyó que el uso de las estrategias metacognitivas influyó favorablemente en el proceso lector de estudiantes de secundaria, Grado Octavo, de dos Instituciones Educativas públicas de los municipios de Nuevo Colón y Samacá (Boyacá, Colombia).