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This study of the use of metacognitive strategies during learning interaction in collaborative groups is considered referential for understanding the development of such strategies. The use of metacognitive strategies is related to better learning outcomes. We monitored the interaction in five collaborative groups at three points in time (initial, intermediate and final). These groups consisted of undergraduate health science (n = 9) and biomedical engineering students (n = 10). The aims were the following: (1) To check whether there were significant differences in the use of metacognitive strategies between the groups of students monitored depending on the type of degree or the point in time measurement. (2) To test whether there were significant differences in students' learning outcomes depending on whether or not they had participated in the interaction monitoring during collaborative interaction. (3) To test clustering without a pre-assignment variable against learning outcomes in collaborative groups. Significant differences were detected in the use of some of the metacognitive strategies of orientation, planning and elaboration in favor of the collaborative groups of the biomedical engineering students. Also, students who participated in monitoring collaborative groups in both clusters obtained better learning outcomes. Lastly, the assignment groups were exactly related to the collaboration groups with respect to the use of metacognitive strategies in the final measurement. [ABSTRACT FROM AUTHOR]

This study aims to delve deeper into the understanding of metacognitive strategies in students’ Arabic writing. Metacognitive strategies in Arabic writing are crucial because this language is not their mother tongue in their habits. Moreover, there are substantial differences between sounds and writing symbols in Arabic that have distinct characteristics compared to foreign languages, like European languages in particular. Using the non-experimental method, we used 40 samples of mid-year students studying in the Arabic Language Study Program. They are given instructions to write an Arabic essay within the allotted time. We tested the data from the questionnaire using statistical descriptive and Pearson's correlational techniques. Meanwhile, the results of student essay writing were assessed according to the criteria of Holly L. Jacob. Through statistical descriptive tests, it was found that the average use of metacognitive strategies (MS) was 71.70, while the average essay score (ES) was 80.60. Based on Pearson's correlation test, it was found that Sig. (2-tailed) MS and ES were 0.078 and Pearson correlation was 0.282. Through these calculations, it shows that there is no correlation between the x and y variables, positive correlation values, and weak degrees. Meanwhile, based on the observation of the assessment results, it shows that there are repeated errors in organizing, language use, and writing techniques. These findings show that MS that is good at writing Arabic without adequate writing knowledge will produce less quality writing. And vice versa, adequate author knowledge without a good MS will result in less structured and coherent writing.

Various strategies can be used for teaching listening. Some lecturers have applied metacognitive strategies in their teaching-learning process to help their students comprehend listening skills. This research aims to examine lecturers’ perceptions of how they use metacognitive strategies in teaching listening. Moreover, this research employed a qualitative methodology. The instrument used was an interview consisting of 7 questions related to how well the lecturers were familiar with metacognitive strategies and how they helped their students in using them in their listening class. Furthermore, the sampling technique used was purposive sampling with the targeted participants who had experience in teaching listening as lecturers. 13 lecturers participated in this research. Then, the data were thematically analyzed. The results showed that the lecturers—called participants thought that it was important to have before, during, and after listening activities to support students absorbed how to think about their thinking process. In addition, the result also found that all of the lecturers had not followed any specific training about how to apply metacognitive strategies in listening class. From the result of the research, it can be concluded that the lecturers think that metacognitive strategies can provide more assistance to students to enhance their listening skills.

Purpose - Self-assessment is regarded as a complex metacognitive process by scholars. Nevertheless, in the context of English as a Second Language (ESL) speaking, self-assessment practices often rely on assessment criteria and teacher commentaries. However, speaking involves spontaneous expression with limited access to external standards. Therefore, this case study aims to explore the metacognitive strategies that proficient ESL students use during selfassessment in spontaneous speech production contexts. Methodology - Three participants, purposefully selected, participated in two spontaneous group discussions recorded on video. Instances of participants' dysfluency served as prompts in stimulated recall interviews, complemented by video recordings to validate participants' responses. The thematic analysis of interview data utilised a conceptual framework integrating O'Malley and Chamot's (1990) metacognitive strategies and Kormos' (2006) speech production model. Findings - The analysis revealed that participants employed three key metacognitive strategies - organisational planning, selective attention, and self-monitoring to self-assess their spontaneous speech. Feedback sources, such as their proficiency in the second language (L2) and contextual factors, influenced the application and effectiveness of these strategies during self-assessment (SA). Significance - This study offers insights into how proficient ESL students self-assess their spontaneous speech production, leveraging their available resources. In addition, this study identifies speech challenges the participants encountered and how they applied metacognitive strategies to address them. [ABSTRACT FROM AUTHOR]

The aim of this study is to verify whether the use of a digital tool, designed to promote the use of metacognitive strategies in self-regulated learning, increases the level of critical thinking during the learning process in trainee teachers in official online master's degrees. The Critical Thinking Questionnaire (CPC 2) was used to assess different dimensions of critical thinking in a sample of 225 students from an online university's master's degree in educational technology. The results showed significant improvements in all dimensions (substantive and dialogic) and associated basic skills (reading, writing, and speaking) for those who used the tool for the promotion of metacognitive strategies. Therefore, it is suggested to work on specific strategies to develop critical thinking as a basis for improving their self-regulated learning. [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite the easy accessibility of information and its widespread availability, there is a growing concern about the rise of functional illiteracy in various regions across the globe. This issue extends beyond just the realm of education and impacts the society at large, as individuals who struggle to grasp information and lack the skills to effectively choose and process it face direct consequences on their current well-being and future opportunities. To enhance reading comprehension levels among both children and adults, a multitude of research studies have been carried out. These investigations have highlighted that the implementation of metacognitive strategies, which are recognized and utilized by students and educators alike, has the potential to enhance reading comprehension abilities in individuals, whether they are dealing with their native language or a foreign one, irrespective of their age. The findings suggest that by incorporating such strategies into teaching practices and learning approaches, significant improvements can be made in the overall literacy levels of populations, thereby addressing the issue of functional illiteracy in a comprehensive manner. In this paper, we develop a comprehensive theoretical framework to analyze the factors influencing reading comprehension, as well as the relationship with metacognitive strategies.

Metacognition, the reflection on thinking processes, plays a crucial role in cognitive activities. This study delves into metacognitive strategies employed during post-editing in the translation process, particularly focusing on English-Indonesian translation through the application of think-aloud protocols (TAP). The investigation encompasses planning, monitoring, and evaluation as interconnected phases of metacognitive strategies. A qualitative case study method is employed, with a university student as the participant. Data analysis involves coding and categorizing using a thematic analysis approach, based on the metacognitive strategies framework. The findings show that the participant employes the components of planning such as evaluate the necessity of post-editing, applied knowledge on the specific post-editing cases, and identified the goal and the necessity for having specific post-editing, the components of monitoring such as using facts and instruction learned previously, making changes for a better translation product, and self-monitoring of progress, and elements of evaluating, such as deep level revising to produce better post-editing, and taking action to collect extra information. Pedagogical implications highlight the potential for enhancing learning experiences and improving translation skills through explicit instruction, modeling and systemic strategy training. The study concludes by emphasizing the importance of metacognitive flexibility, cultural influences, and adaptive strategic behavior in post-editing, shaping a roadmap for learners to navigate challenges and continually refine their approach.

This study highlights the integration of metacognitive strategies in reading comprehension through a novel Three-phases instructional model, focusing on metacognitive strategies (pre-reading, while-reading, post-reading). This innovative model is distinct in its holistic approach to enhancing students' reading comprehension by activating their prior knowledge, engaging them actively in the reading process, and fostering reflective comprehension towards a successful strategic reading journey. Targeting narrative texts, the research was conducted with 70 junior school students from Tanjung Morawa, specifically selected for their lower proficiency in reading comprehension, highlighting the model's focus on addressing the needs of struggling readers. Through a mixed-method approach, employing both tests and questionnaires for data collection, the study demonstrated that the instructional model significantly boosts students' reading comprehension. The mean score improvement from 62.85 (pre-test) to 83.71 (post-test) underscores the model's effectiveness and its potential to significantly enhance students' reading comprehension skills. A survey of 35 students further validated the model's role in elevating their awareness and motivation for reading, with making a prediction which got 28 (80.0%) is the most commonly used, followed by restating ideas with 23 (65.7%) and thinking aloud with 21 (60.0%). These results not only bridge the existing gap in reading instruction but also carry significant implications for educational practices and literacy development. It serves as a testament to the potential of innovative instructional models in enhancing reading comprehension.

This study aims to investigate the impact of metacognitive strategy on students’ Chinese speaking skills development by using students’ self-assessments and teacher comments to cultivate students’ capacity in metacognition. Stratified sampling was adopted in this research; a total of 36 junior school sample students (17 students from Grade 8, 19 students from Grade 9) from Sacred Heart College Chiangmai who were learning Chinese as a foreign language (CFL) participated in this study. In order to explore the application and impact of metacognitive strategy, teaching intervention was conducted during the research process including pre-test, oral Chinese activities implementation with metacognitive training strategies, building up students’ metacognitive learning ability by students’ self-assessments and teacher comments, post-test. Content analysis was applied to analyze the students’ self-assessments to recognize their metacognitive learning ability and explore their distribution of the metacognitive learning acts. The results revealed that students could apply the MLC (Metacognitive Learning Cycle) model to conduct metacognitive learning, however, a stronger emphasis was placed on the monitoring strategy. Paired Samples T-Test was adopted to analyze data in the pre-test and post-test score and the result showed that the post-test mean scores (M=13.25) of students’ oral Chinese activities significantly improved compared to the pre-test mean scores (M=11.58), and is statistically significant difference (t=7.77, p

This study investigated the impacts of automated feedback on EFL students' development of cognitive and metacognitive self-regulated writing strategies, using ProWritingAid online tool. Data were collected from students enrolled in level one writing course at the College of Languages and Translation, Imam Mohammed Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. The results indicated significant impacts of automated feedback on students' self-regulated writing strategies, reflected in an overall mean score of (3.75 ± 0.69). Findings after using automated feedback showed participants' development of cognitive strategies, including language usage (e.g., grammar, spelling, punctuation), which reached 73%. The cognitive strategies of writing revision, encompassing revise cohesiveness and connection among sentences, reached 70%. Participants' development of metacognitive strategies, including idea planning and goal-oriented monitoring and evaluation, reached 75% and 77%, respectively. The results also indicated significant impacts of automated feedback on motivational and social strategies, with scores of 87% and 80%, respectively. Comparing participants' written assignment scores before and after using automated feedback, the results showed a 62% improvement in performance among low-proficient students. One implication of the study is that, with the aid of automated feedback, EFL students have the abilities to autonomously improve their writing skills. The adoption of a self-regulated approach, within the utilization of automated feedback, significantly influences students' performance. These findings suggest that integrating automated feedback into the EFL curriculum and instruction can foster students' self-reliance and proficiency in writing. [ABSTRACT FROM AUTHOR]

A sequential exploratory mixed-methods study is implemented to develop an instrument that allows for the evaluation of the metacognitive strategies used by engineering groups of students when solving mathematical modeling problems. The findings of the qualitative study guided by observations and interviews reveal the use of metacognitive strategies of 'planning', 'monitoring and, if necessary, regulation', and 'evaluation'. In this article, we present the final categories of the qualitative analysis and discuss how these data were shaped into a theoretical construct and items of an instrument to measure metacognitive strategies. The psychometric properties of the instrument are analyzed, and it is argued that it has a similar interpretation among males and females, as there are no significant differences in these results. The development of the present study demonstrates how the qualitative method can support the adaptation of an instrument to measure metacognitive strategies, thus contributing to validity and applicability. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this research is to ascertain the cognitive and metacognitive strategies employed by 7th-grade students who correctly answered four multiple-choice questions pertaining to the "Reproduction, Growth, and Development in Living Things" unit, contrasting with those who answered incorrectly. Employing a multiple holistic case study approach within qualitative research methodology, six students from a public secondary school in Kars, Tukey, participated in the study. These students engaged in solving the aforementioned questions using the think-aloud technique, followed by semi-structured interviews after each question. The entire process, including solving the questions and subsequent interviews, was captured on camera and transcribed for analysis. The transcribed data underwent qualitative analysis using computer-based tools. Results revealed that students who answered correctly employed cognitive strategies such as contextualizing the question, rephrasing it, mental visualization, strategic reading techniques, and increased reading pace, in contrast to those who answered incorrectly. Additionally, those who answered correctly utilized metacognitive strategies including identifying and marking clues, note-taking, option marking, summarization, and option elimination. Notably, students who answered correctly exhibited a broader array of strategies compared to their counterparts who answered incorrectly. [ABSTRACT FROM AUTHOR]

Purpose – Self-assessment is regarded as a complex metacognitive process by scholars. Nevertheless, in the context of English as a Second Language (ESL) speaking, self-assessment practices often rely on assessment criteria and teacher commentaries. However, speaking involves spontaneous expression with limited access to external standards. Therefore, this case study aims to explore the metacognitive strategies that proficient ESL students use during selfassessment in spontaneous speech production contexts. Methodology – Three participants, purposefully selected, participated in two spontaneous group discussions recorded on video. Instances of participants’ dysfluency served as prompts in stimulated recall interviews, complemented by video recordings to validate participants’ responses. The thematic analysis of interview data utilised a conceptual framework integrating O’Malley and Chamot’s (1990) metacognitive strategies and Kormos’ (2006) speech production model. Findings – The analysis revealed that participants employed three key metacognitive strategies – organisational planning, selective attention, and self-monitoring to self-assess their spontaneous speech. Feedback sources, such as their proficiency in the second language (L2) and contextual factors, influenced the application and effectiveness of these strategies during self-assessment (SA). Significance – This study offers insights into how proficient ESL students self-assess their spontaneous speech production, leveraging their available resources. In addition, this study identifies speech challenges the participants encountered and how they applied metacognitive strategies to address them.

Globalization on the one hand and border closure on the other hand spur communication process participants in all areas of human activities and especially young researchers into foreign language learning which is currently focused on foreign professionally-oriented texts. Traditional methods of teaching a foreign language based on grammatical approach are not effective in solving the problem of language competence development when working with professionally-oriented texts. The objective of this work is to assess the effectiveness of the method of legal texts concept analysis using a technique of metacognitive strategies in reading activity. Several groups of law students, Southwest State University (Kursk, Russia) took part in the experiment based on the above-mentioned method. Students performed both conventional (skimming, key words finding) and specially developed tasks (constructing a text compositional structure model, plotting a text graphical representation, etc.). Original criteria were used to evaluate the performance. The experiment showed a persistent significant difference in learning indicators and students’ behaviour in the control and experimental groups. The technique contributed to the development and enhancement of students’ skills improving their foreign language competence. The obtained skills facilitated communication and contributed to students’ satisfaction with the learning process, increased their creative and professional potential, students’ sustainable intrinsic motivation.

Abstract Background The acquisition of a rich vocabulary is foundational to language proficiency. In the pedagogical pursuit of effective vocabulary teaching, educators explore diverse methodologies. Researchers investigated the impact of different neurocognitive, metacognitive, and socio-cultural strategies on enhancing vocabulary learning, particularly among Chinese English Language Learners. Objectives The study aims to determine the effectiveness of techniques derived from these theories compared to traditional teaching methods in enhancing vocabulary recall and recognition among English language learners. Methodology A quasi-experimental pre-test/post-test design was employed for the experimental and control groups, comprising 90 Chinese EFL learners selected from educational institutions in 2022–2023. The experimental group (n = 45) received instruction involving visual imagery, multisensory rotation, circle rotation, and mind mapping over eight sessions, while the control group (n = 45) received traditional teaching methods. Findings Statistical analysis, utilizing covariance and analysis of variance with SPSS software version 22, revealed significant improvements in recall and vocabulary recognition within and between the experimental and control groups. Conclusions The results indicate that incorporating techniques based on Neuro-Cognitive, Multimedia, Socio-Cultural, and Metacognitive theories positively influences vocabulary recall and recognition. This suggests the efficacy of these innovative methods in enhancing English language learning, highlighting their potential for broader integration into EFL instruction.

This study of the use of metacognitive strategies during learning interaction in collaborative groups is considered referential for understanding the development of such strategies. The use of metacognitive strategies is related to better learning outcomes. We monitored the interaction in five collaborative groups at three points in time (initial, intermediate and final). These groups consisted of undergraduate health science (n = 9) and biomedical engineering students (n = 10). The aims were the following: (1) To check whether there were significant differences in the use of metacognitive strategies between the groups of students monitored depending on the type of degree or the point in time measurement. (2) To test whether there were significant differences in students’ learning outcomes depending on whether or not they had participated in the interaction monitoring during collaborative interaction. (3) To test clustering without a pre-assignment variable against learning outcomes in collaborative groups. Significant differences were detected in the use of some of the metacognitive strategies of orientation, planning and elaboration in favor of the collaborative groups of the biomedical engineering students. Also, students who participated in monitoring collaborative groups in both clusters obtained better learning outcomes. Lastly, the assignment groups were exactly related to the collaboration groups with respect to the use of metacognitive strategies in the final measurement.

This study investigates the efficacy of implementing metacognitive reading strategies in English classes to enhance the reading comprehension of underachieving Arab second-language learners. The research included a specifically developed lesson in three sixth-grade classes at a Saudi girls' school and a control group of three additional classrooms. Information was gathered through pre-and post-tests, interviews, and observations. The results reveal that students taught metacognitive skills caught up to their more successful classmates regarding reading comprehension. The implications of these methods for English as a Second Language (ESL) instruction are examined. These findings provide valuable insights into the capacity of metacognitive reading strategies to close the comprehension gap among underachieving ESL learners in the Arab context. Based on the findings, the research recommends incorporating these methods into English classes as an effective way to improve student's reading comprehension and overall performance in the classroom. [ABSTRACT FROM AUTHOR]

Character education is essential in shaping students’ morals and ethics. This study aims to examine the role of metacognition in character education through a comprehensive literature review. Metacognition, encompassing metacognitive knowledge and skills, enhances the effectiveness of character education by providing strategies such as self-reflection, goal setting, self-monitoring, and self-assessment. The research employs a literature review approach, selecting articles and studies from credible and relevant sources. Data analysis addresses the main question of how metacognitive strategies can be applied to shape students’ morals and ethics. Key findings indicate that metacognition significantly contributes to character education, although challenges such as limited teacher understanding and resource constraints persist. Identified opportunities include developing teacher training programs focused on metacognition and character education and the potential for improved student learning outcomes. This study concludes that integrating metacognition into character education not only enhances the formation of students’ morals and ethics but also offers practical strategies for implementation in schools. Practical recommendations and areas for further research are presented for ongoing development in this field.

A sequential exploratory mixed-methods study is implemented to develop an instrument that allows for the evaluation of the metacognitive strategies used by engineering groups of students when solving mathematical modeling problems. The findings of the qualitative study guided by observations and interviews reveal the use of metacognitive strategies of ‘planning’, ‘monitoring and, if necessary, regulation’, and ‘evaluation’. In this article, we present the final categories of the qualitative analysis and discuss how these data were shaped into a theoretical construct and items of an instrument to measure metacognitive strategies. The psychometric properties of the instrument are analyzed, and it is argued that it has a similar interpretation among males and females, as there are no significant differences in these results. The development of the present study demonstrates how the qualitative method can support the adaptation of an instrument to measure metacognitive strategies, thus contributing to validity and applicability.

This research aims to investigate the metacognitive strategies employed by English students at Bengkulu University in reading comprehension. This research was a descriptive quantitative study with the design was survey. The design intends to describe the students’ frequencies in employing metacognitive strategies and also the students’ awareness of metacognitive strategies appropriateness in reading comprehension. The population of this study was English students in KIP Faculty at Bengkulu University. The sample was 92 of English students overall. The sample was taken by using simple random sampling technique. The data were collected by using MARSI questionnaire by Mochtari & Reichard. The data obtained from questionnaire was analyzed by using scoring rubric of MARSI questionnaire and used mean formula to calculate the students’ results. The results have revealed that students highly preferred to employ Problem Solving Strategies (3.00) in reading. Global Reading Strategies was the medium strategy preferred by students (2.88). The least strategy preferred by students was Support Reading Strategies (2.82).The result also indicated that English students are frequently employee metacognitive strategies in reading. As conclusion, this study has revealed that students most frequently employed problem-solving strategies (PROB). The study has also found that students have medium awareness of metacognitive strategies appropriateness in reading.

According to the importance of vocabulary and expanding the range of vocabulary in English learning, today it is effective and necessary to use methods and strategies to increase the amount of learning and the speed of learning. This research has used a mixed method and the purpose of this research is to investigate the effect of cognitive and metacognitive strategies on the learning of English vocabulary of junior high school students. To conduct this research, 25 students aged 13 to 15 years were selected through an English proficiency level test to ensure that students were at the same level in English skills. The students were divided into two experimental and control groups, and a pre-test was done. Then vocabulary was taught to the students based on cognitive and metacognitive strategies, and finally, a post-test was taken from them and Karami's questionnaire (2002) was given to them. Finally, to investigate the performance of the two groups and the effect of training based on cognitive and metacognitive strategies, independent sample t-test, ANOVA, and paired samples t-test was used. The most important finding of this research is that cognitive and metacognitive strategies have been effective in English vocabulary learning of junior high school students, and they use cognitive strategies more than metacognitive strategies to learn English vocabulary.

Since the 1990s, several studies on teaching metacognitive methods to improve reading comprehension have been undertaken worldwide. However, learners’ views regarding using a specific model of metacognitive strategy instruction in reading, which adds to the success of teaching metacognitive methods, have not yet received much attention, particularly in Vietnam. This research is an attempt to fill that gap. This study investigates the learners’ attitudes towards training metacognitive strategies through the Cognitive Academic Language Learning Approach (CALLA) model in reading. To achieve this aim, the author carried out a mixed-methods design study on 52 non-English-majored participants at a university in Vietnam. The research tools involve an attitudinal questionnaire and group interviews. The findings of this study reveal that the employment of the CALLA model in teaching metacognitive strategies received neutral to positive attitudes from most students. However, the instruction itself exposed some shortcomings that must be addressed. In addition, some statistical differences were found in the cognition of high and low language proficiency groups. Based on the findings, some specific recommendations have been made for teachers and learners in teaching metacognitive strategies.

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

According to the importance of vocabulary and expanding the range of vocabulary in English learning, today it is effective and necessary to use methods and strategies to increase the amount of learning and the speed of learning. This research has used a mixed method and the purpose of this research is to investigate the effect of cognitive and metacognitive strategies on the learning of English vocabulary of junior high school students. To conduct this research, 25 students aged 13 to 15 years were selected through an English proficiency level test to ensure that students were at the same level in English skills. The students were divided into two experimental and control groups, and a pre-test was done. Then vocabulary was taught to the students based on cognitive and metacognitive strategies, and finally, a post-test was taken from them and Karami's questionnaire (2002) was given to them. Finally, to investigate the performance of the two groups and the effect of training based on cognitive and metacognitive strategies, independent sample t-test, ANOVA, and paired samples t-test was used. The most important finding of this research is that cognitive and metacognitive strategies have been effective in English vocabulary learning of junior high school students, and they use cognitive strategies more than metacognitive strategies to learn English vocabulary. [ABSTRACT FROM AUTHOR]

Rumination and worry are among the cognitive conflicts in many people. This research was conducted with the aim of the effectiveness of training metacognitive strategies on reducing rumination and worry. This research is a quasi-experimental type with a pre-test-post-test design and a control group. 32 students of Shahid Beheshti University were selected based on the cut of point in the Ruminative Responses Scale (RRS) and the Penn State Worry Questionnaire (PSWQ) by purposive sampling method and were assigned in two experimental (n = 16) and control (n = 16) groups. Metacognitive strategies were taught to the experimental group for 8 sessions, but the control group did not receive any training during this period. Data analysis was done using covariance analysis and SPSS-26 software. The findings showed that metacognitive therapy was able to significantly reduce rumination and worry in the experimental group compared to the control group (P

Thе article discusses topical issues related to the specifics of the multilingual educational pro-cess and the need to build an educational process based on the formation of the cognitive activity of multilingual students. The purpose of the study is to determine the role and essence of metacogni-tive strategies helping multilingual students to manage their educational activities and the strategies for educational and cognitive activities (comparison, transfer and switching) in the process of co-learning several foreign languages. As a result of the study, it was determined that metacognitive strategies for managing educa-tional activities coordinate the process of mastering multilingual communicative competence and the functioning of its key competencies (linguistic, sociocultural, speaking) in general, and the level of mastery of the phonetic, lexical and grammatical sides of speech, in particular. Metacognitive strate-gies of educational and cognitive activity transfer multilingual learning to another plane associated with the mental processing of new language information. We consider metacognitive strategies for comparing, transferring and switching in a multilingual educational process as a tool for activating cognitive resources of students, as methods and techniques for performing language and speaking tasks when learning a second/third foreign language, which contribute to a more successful percep-tion, understanding, memorization and reproduction of new language and cultural information. In this regard, it can be concluded that the process of co-learning several languages includes a certain sequence of mental operations performed by a multilingual learner, for example: observing and identifying new lexical units or grammatical phenomena, recalling existing knowledge in the native, first or second foreign language, hypothesizing the meaning of the lexical unit or function of the grammatical phenomenon, forming an idea of it, identifying a grammatical rule or creating an associative lexical base, as well as further activities on the application of new lexical and grammati-cal material. All this determines the presence of specially selected content and the typology of tasks and exercises during multilingual training.

AbstractThe primary objective of this paper is twofold; firstly, to analyse the relationship between metacognitive strategies and learning performance. Secondly, a new mediator is proposed, namely digital literacy. Mental resilience is an omnitemporal skill that enables individuals to gain resilience thinking to successfully adapt to life tasks. Although Researchers accentuate that metacognitive competency is necessary and crucial in enhancing mental resilience, research on inculcating resilience thinking through metacognitive skills is still undeveloped and warrants the urgent attention of the research community. Data was gathered from a cross-sectional study of 563 university students. To accomplish the goals of the research, data were analysed empirically utilising the variance-based partial least squares structural equation modelling (PLS-SEM) technique. The results revealed that learning performance was not significantly directly impacted by metacognition. This may be due to the fact that metacognitive strategies are used to help students to increase academic performance as opposed to learning capacity. However, through the mediation analysis, it was discovered that digital literacy was proven to be an effective mediator to promote learning performance. These new insights can assist academics to reflect and evaluate current practices to cultivate metacognitive practices in the classroom without having to alter the subject curriculum.

AbstractIn the metacognitive model of psychological disorders, metacognitive strategies and corresponding underlying metacognitive beliefs intensify and maintain emotional distress symptoms. In the current study, our three objectives were to evaluate and replicate the network structure of dysfunctional metacognitions as assessed with the MCQ-30, to examine its stability when adding relevant covariates in the form of metacognitive strategies (worry and rumination) and symptoms (anxiety and depression), and to evaluate how different sets of dysfunctional metacognitions are more or less strongly linked differently to metacognitive strategies and symptoms. A cross-sectional university sample with a mean age of 26 years (N = 440; Males = 156, Females = 283) completed the Metacognitions Questionnaire–30, Penn State Worry Questionnaire, Ruminative Response Scale, and Hopkins Symptom Checklist. Data were analysed using psychological network analysis in R-studio statistical software. The network structure of dysfunctional metacognitions replicated well with item clusters that correspond to clinically meaningful substructures in the metacognitive model. Negative metacognitive beliefs and beliefs about uncontrollability might have more functional significance in the mutual connections between dysfunctional meta-domains as well as the connections with metacognitive strategies and symptoms. For worry and anxiety, negative beliefs about uncontrollability and corresponding danger of worry were more prominently connected in the network structure. For rumination, cognitive self-consciousness was more prominent, whereas for depression, need for control was more prominently connected. Support was found for mutual interdependence between different sets of dysfunctional metacognitive beliefs, that metacognitive beliefs are linked to but separate from metacognitive strategies, and that these may function together in affecting emotional distress symptoms

The paper aims to propose an instrument to identify students’ metacognitive strategies in mathematical modelling activities. The items were designed from a review regards metacognition and instrumensts already recognised in literature. This design comprises an instrument that differs from others in which the data were the self-reported students’ use of metacognitive strategies. The instrument we propose is aimed at the teacher and it is he/she who, based on an analytical process, will infer whether the students use metacognitive strategies in modelling activities. An empirical research was realized and five modelling problems were solved by students of a mathematics degree. The analysis addressed the groups actions and the individual behaviour within the group when working on modelling processes. The results allow to conclude working successfully and in a goal-oriented manner on modelling problems requires metacognitive strategies and the instrument seems to be adequate for the teacher to identify these students' strategies.

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Online collaborative learning has become a new norm for online teaching at colleges, and improving the quality of online collaborative learning is an inevitable requirement for deepening the information age of education. This paper establishes a multiple mediating effect model based on a self-regulated learning integration model to explore the influence of college students' Internet-specific epistemic beliefs on academic achievement in online collaborative learning contexts. The results of a survey of 503 college students participating in online group collaborative learning showed that college students' Internet-specific epistemic beliefs in online collaborative learning contexts significantly and positively predicted academic achievement. Moreover, college students' metacognitive strategies partially mediated the relationship between Internet-specific epistemic justification and academic achievement. In addition, college students' mastery goal orientation and achievement approach goal orientation had significant partial mediating effects between Internet-specific epistemic beliefs and academic achievement. College students' mastery goal orientation and metacognitive strategies had significant chain mediating effects between Internet-specific epistemic beliefs and academic achievement. Finally, suggestions, significance, limitations, and future research directions are discussed. [ABSTRACT FROM AUTHOR]

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Copyright of Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The prevalence of depressive disorders indicates the relevance of studying the factors of their formation and course, including in cognition process features and regulation. The aim of the study was to study the differences in the severity of the metacognitive experience (mental structures allowing for involuntary and voluntary regulation of intellectual activity) components of in people with symptoms of depression compared with people without symptoms of depression. Sample: 84 individuals aged 19 to 60 years (M = 25,3; SD = 6,6). Methods: self-rating depression scale by W. Zung (adaptation by T.I. Balashova), a short version of the questionnaire of metacognitive beliefs (MSQ30, adaptation by N.A. Sirota, etc.), differential reflexivity test by D.A. Leont’ev, LaCosta metacognitive behavior self-assessment scale (adaptation by A.V. Karpov). Results. The persons with symptoms of depression expressed introspection (immersion in self-observation) (p ≤ 0,001) and quasi-reflection (going into extraneous thoughts not directly related to life here and now) (p ≤ 0,05), as well as a high frequency of the use of metacognitive beliefs: opinion in the uncontrollability of their negative state (p ≤ 0,001), the need to monitor their thoughts (p ≤ 0,001), self-assessment of their cognitive functions as not working adequately (p ≤ 0,001). The resulting correlations of introspection with a range of metacognitive strategies (conscious decision-making, mental modelling — predicting the consequences of decisions made and building mental models of their knowledge in verbal or figurative form) and dysfunctional metacognitive beliefs (belief in uncontrollable anxiety, cognitive failure) are considered as potential risk factors for depressive disorder, its resistance and instability in remission.

Examination of language learners’ strategy use within the context of language ability may contribute to realizing the role of language knowledge in strategic competence. Employing a mix-methods sequential explanatory design, this study examined whether level of listening proficiency as a part of language knowledge affects Iranian EFL learners’ cognitive and metacognitive strategy use. The objective was to explore the role of listening proficiency level in EFL learners’ strategic competence. Therefore, in the quantitative part of the study, 343 Iranian EFL learners answered a cognitive and metacognitive listening strategy questionnaire (CMLSQ) before and immediately after completing the listening section of a TOEFL test. The results of the MANOVA revealed that the high proficiency group was significantly different from the low proficiency group regarding their strategic knowledge (measured by trait cognitive and metacognitive strategies) and strategic regulation (measured by state cognitive and metacognitive strategies) as the two dimensions of strategic competence. The qualitative data also showed that high proficiency listeners adopted a wider range of strategies than did low proficiency listeners. Both the quantitative and the qualitative data analyses proposed that the high proficiency listeners dealt with the test tasks more strategically than the low proficiency ones. The results of the current study suggest that the implementation of strategic competence depends upon the availability of a certain level of linguistic competence in second language. The findings emphasize the need for a judicious approach to teaching listening, considering both listening skills and listening strategies.

Learner-centered approaches to learning and teaching alongside education for sustainable development (ESD) emphasize the education of engaged and active global citizens (UNESCO, 2017). The development of students’ reflective skills and metacognitive strategies is the center of this study that aims at investigating the learner language of a group of adult learners at an upper-intermediate level. It sets out to investigate to what extent learners are able to notice and correct their errors after reflecting on their spoken production. Moreover, it seeks to examine the students’ perception of their self-reflection and their attitude towards using speaking tasks for grammar learning. Comparative error analysis showed that the participants were able to amend 34.6% of total errors. These were made mainly in noun phrases (30% of total errors in Task 1 and 31% in Task 3) and verb phrases (40% of total errors in both tasks). Although no general conclusions could be drawn, the results seem to suggest that after critical, evidence-based reflection, the participants were able to notice and correct some errors, namely, in determination and the use of the past simple. The results of the survey analysis showed that all participants reported on an improved awareness of the gaps in their interlanguage, and all of them considered speaking tasks beneficial to grammar development. The study indicates that carefully planned, repeated speaking tasks might be helpful for learners’ language processing, consolidation of their grammatical knowledge and the improvement of their reflection skills and metacognitive strategies.

The study aimed to investigate cognitive and metacognitive strategies and products of cognitive and metacognitive processes that preservice science teachers engaged in while reading heat-temperature text after being exposed to no reading strategy instruction, explicit reading strategy instruction, and peer tutoring reading strategy instruction. This study differs from other strategy teaching studies in terms of determining the cognitive and metacognitive reading strategies used by individuals after being exposed to different types of reading strategy instruction, which which was specifically designed to improve conceptual understanding. This study employed holistic multiplecase study wherein preservice teachers were assigned to one of the three groups that received no reading strategy instruction (n = 9), explicit reading strategy instruction (n = 10), and peer tutoring (n = 10) based on their scores on Metacognitive Awareness of Reading Strategies Inventory and good communication among them. The content of strategy instruction included various domain-specific reading comprehension strategies used for activating cognitive and metacognitive processes that contribute to improving conceptual understanding and conceptual change. It was found that the diversity and frequency of using cognitive strategies and products of cognitive processes were the highest in the explicit strategy instruction group, and the metacognitive strategies and products of metacognitive processes were more diverse and frequent in reading strategy instruction groups compared to no strategy instruction group. [ABSTRACT FROM AUTHOR]

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Little research has been conducted on English reading comprehension of Gaza university students. Thus, the study aimed to examine Al-Aqsa University students' use of metacognitive reading strategies in relation to their English reading comprehension. The researcher collected the study data through administering the reading section of the international English language testing system test (2019) and a closed-ended questionnaire to 95 students. The researcher also conducted semi-structured interviews with 16 students selected from the 95 participants. Findings indicated that the participants' use of metacognitive reading strategies was high (75.9%), and there was no statistically significant correlation between the participants' reading comprehension and their use of metacognitive reading strategies. Additionally, the study concluded that the use of metacognitive reading strategies might not be the only factor influencing the participants' reading comprehension level. Based on the study results, the researcher introduced relevant recommendations, such as the necessity of considering other factors that may contribute to the participants' reading comprehension (improving lexical competence, using monolingual dictionaries, and utilizing some strategies like reading between lines and drawing inferences). [ABSTRACT FROM AUTHOR]

In the metacognitive model of psychological disorders, metacognitive strategies and corresponding underlying metacognitive beliefs intensify and maintain emotional distress symptoms. In the current study, our three objectives were to evaluate and replicate the network structure of dysfunctional metacognitions as assessed with the MCQ-30, to examine its stability when adding relevant covariates in the form of metacognitive strategies (worry and rumination) and symptoms (anxiety and depression), and to evaluate how different sets of dysfunctional metacognitions are more or less strongly linked differently to metacognitive strategies and symptoms. A cross-sectional university sample with a mean age of 26 years (N = 440; Males = 156, Females = 283) completed the Metacognitions Questionnaire–30, Penn State Worry Questionnaire, Ruminative Response Scale, and Hopkins Symptom Checklist. Data were analysed using psychological network analysis in R-studio statistical software. The network structure of dysfunctional metacognitions replicated well with item clusters that correspond to clinically meaningful substructures in the metacognitive model. Negative metacognitive beliefs and beliefs about uncontrollability might have more functional significance in the mutual connections between dysfunctional meta-domains as well as the connections with metacognitive strategies and symptoms. For worry and anxiety, negative beliefs about uncontrollability and corresponding danger of worry were more prominently connected in the network structure. For rumination, cognitive self-consciousness was more prominent, whereas for depression, need for control was more prominently connected. Support was found for mutual interdependence between different sets of dysfunctional metacognitive beliefs, that metacognitive beliefs are linked to but separate from metacognitive strategies, and that these may function together in affecting emotional distress symptoms [ABSTRACT FROM AUTHOR]

The current study investigated eleventh-grade students' metacognitive awareness of reading strategy use in Arabic (L1) and English (L3). In particular, (i) it examined whether there is any association between the use of MCRS in a reading comprehension task in English and Arabic among trilingual learners, and (ii) whether the application of MCRS when doing reading comprehension tasks in these languages predicted the reading comprehension scores in both languages. This study included 42 eleventh-grade students from a public high school in Morocco. The Metacognitive Reading Strategies Questionnaire (MRSQ), (Abu-Rabia, 2018), was utilized along with two reading comprehension tests, one in Arabic and one in English. The Pearson correlation coefficient was used to see whether there is any connection between the use of MCRS in English and those used in Arabic. Multiple linear regression analyses were employed to predict the reading comprehension scores in Arabic and English based on MCRS use. Results revealed a significant correlation between the use of MCRS in both languages. MCRS were found to be underused among lower-achievers. Furthermore, the application of MCRS predicted higher reading comprehension scores in both study languages. Based on the findings, the study discusses some practical implications of MCRS use. [ABSTRACT FROM AUTHOR]

Copyright of Theory & Practice of Second Language Acquisition is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This qualitative case study investigated two teachers’ use of metacognitive strategies during reading instruction and the types of metacognitive assessments used to assess students’ metacognitive strategies. Data collection was performed using a case study methodology via two semi-structured interviews, observations of five reading instruction lessons, and two selfrecorded question responses, known collectively as the experience sampling method (ESM). The data collected were coded based on three time periods: planning before reading, monitoring during reading, and evaluating after reading. The findings reveal that the two teacher-participants spent a substantial amount of time activating their students’ prior knowledge and building vocabulary. In addition, both teachers only used think aloud assessments to examine the type of metacognitive strategies that their students used during reading sessions. There is a need to consider other metacognitive strategies, including evaluating strategies, and to utilize alternative methods of assessment alongside think aloud, such as interviews.

Students’ self-efficacy and reading strategies have been globally investigated. However, there is a limited number of studies in Indonesia that examined the correlation between self-efficacy and metacognitive reading strategies. This study aimed to find out the correlation between students’ self-efficacy and metacognitive reading strategies, their perceptions of self-efficacy, and their metacognitive strategies. This mixed-method study used a Likert scale questionnaire and interview to collect the data. From the quantitative data analysis, the results show that there is a positive correlation between students’ self-efficacy and metacognitive reading strategies of the Indonesian graduate students, which was significant at the 0.01 level (r = .970, n = 33). The students used the most metacognitive strategies in every stage of reading to a high degree. They also shared different strategies used when students encountered difficulties (St. 5, M=4.12). From the qualitative data analysis, the students applied four different strategies for each reading stage. They also shared the different reasons concerning the use of metacognitive reading strategies. This current study offers one major implication. Since the students’ levels of self-efficacy are affected by extrinsic aspects, teachers need to develop a professional identity that enables them to support students in developing self-beliefs and metacognitive reading strategies.

The study aimed to investigate cognitive and metacognitive strategies and products of cognitive and metacognitive processes that preservice science teachers engaged in while reading heat-temperature text after being exposed to no reading strategy instruction, explicit reading strategy instruction, and peer tutoring reading strategy instruction. This study differs from other strategy teaching studies in terms of determining the cognitive and metacognitive reading strategies used by individuals after being exposed to different types of reading strategy instruction, which which was specifically designed to improve conceptual understanding. This study employed holistic multiple-case study wherein preservice teachers were assigned to one of the three groups that received no reading strategy instruction (n = 9), explicit reading strategy instruction (n = 10), and peer tutoring (n = 10) based on their scores on Metacognitive Awareness of Reading Strategies Inventory and good communication among them. The content of strategy instruction included various domain-specific reading comprehension strategies used for activating cognitive and metacognitive processes that contribute to improving conceptual understanding and conceptual change. It was found that the diversity and frequency of using cognitive strategies and products of cognitive processes were the highest in the explicit strategy instruction group, and the metacognitive strategies and products of metacognitive processes were more diverse and frequent in reading strategy instruction groups compared to no strategy instruction group.

Learning strategies have a strong effect on students’ success in foreign language learning. In fact, they are considered tools for active and self-directed engagement, which is vital for developing communicative competence. Language learning strategies also enable students to take responsibility for their own learning progress. This study was carried out to identify the preferred language learning strategies which are most frequently employed by non-English major students at Nong Lam University, Ho Chi Minh City, Vietnam. The research was conducted with 725 undergraduate students with a descriptive quantitative method. The data was collected using a Vietnamese questionnaire adapted from Strategy Inventory for Language Learning (SILL) originally developed by Oxford (1990). The Statistical Package for Social Sciences (SPSS) version 22.0 software was used to analyze the data obtained from the questionnaire. The findings revealed that non-English majors used language learning strategies at a medium level of frequency. They didn’t equally use all 6 strategies in their learning, which probably impeded their progress of language learning. The most frequently used strategies by the learners were metacognitive strategies, followed by memory, affective, cognitive compensation and social strategies as the least preferred ones. Pedagogical recommendations for lecturers are also discussed in the paper.

Objectives: The study sought to determine the most popular writing learning techniques among non-native Arabic speakers in Jordan and whether differences in their use according to factors like gender and academic standing were statistically significant. Methods: The researcher created a scale of thirty items, divided into cognitive, metacognitive, and socio-affective methods, to accomplish the study's objectives. The measure was used with (120) Chinese undergraduate students at Jordanian and Yarmouk universities studying Arabic language and literature. Results: According to the study's findings, socio/affective techniques were adopted by high-level pupils more frequently than cognitive and meta-cognitive ones. The findings also indicated that there was a statistically significant difference due to the gender variable on students' rates of socio-affective strategies in learning writing skills, favoring females, and that there was a statistically significant difference due to the study level on their rates of cognitive and meta-cognitive strategies, favoring third-year students and above, but less favoring second-year students in socio-affective strategies. Conclusions: Several recommendations were made in light of the study's findings, including urging non-Arabic speakers to adopt writing skill acquisition techniques, particularly cognitive and metacognitive ones.