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Despite the widely recognized importance of metacognition in language learning, relatively few empirical studies have investigated the role of metacognitive strategies with a cross-linguistic perspective. Drawing on the mixed-method design combining questionnaire and interview data, this study systematically investigated the effects, the transfer potential, and the cross-language facilitation of metacognitive strategies between L1 and L2 contexts. Structural equation modelling (SEM) and multigroup analysis results revealed that metacognitive strategies afforded a more prominent predictive role in English (L2) writing than in Chinese (L1) writing; such strategy use transferred between the two writing contexts, which kept invariant between lower- and higher- L2 proficiency groups and between English and non-English major groups; and there was a cross-language facilitation effect of L1 writing metacognitive strategies on L2 writing performance via the mediation of L2 writing metacognitive strategies. Complementary to the quantitative results, the qualitative interview data was analyzed to provide deep insights into the participating students' metacognitive strategy use in the two task-situated writing. Findings are extensively discussed to offer theoretical and pedagogical implications in this domain. [ABSTRACT FROM AUTHOR]

The study conducted by Cai et al. examines the relationship between metacognitive strategy use and English achievement among university students in China. Four distinct profiles of strategy use were identified, ranging from low to extremely high. The research suggests a nonlinear relationship between metacognitive strategies and English achievement, with a ceiling effect observed in high and extremely high strategy profiles. The findings offer valuable insights for tailored support to enhance metacognitive strategy use among students at different proficiency levels, contributing to pedagogical practices in the context of L2 acquisition. [Extracted from the article]

ABSTRACT Recent years have witnessed a growing application of generative artificial intelligence (GenAI) technology in writing instruction. Students should mobilise their metacognitive strategies during this endeavour to maximise the benefits of GenAI while avoiding the potential negative impacts. Within the context of tertiary education in Hong Kong, this qualitative research investigates 13 postgraduate students' metacognitive strategies when utilising ChatGPT for English academic writing. Using data collected from audio recordings, semi‐structured interviews and human–GenAI chat logs, we explored students' metacognitive strategies within five dimensions, namely, planning, monitoring, evaluating, information management and debugging. The identified themes and subthemes within each dimension exhibited similarities to those observed in other educational settings. Meanwhile, certain metacognitive strategies (e.g., debugging) were found to be unique to the context of GenAI‐supported academic writing. This study contributes to the literature in two ways. Firstly, it provides a detailed and thorough understanding of metacognitive strategies, complementing the extensive quantitative research in this area. Secondly, this research expands the framework of metacognitive strategies to the context of GenAI‐supported academic writing learning. [ABSTRACT FROM AUTHOR]

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 aimed to determine the effect of using metacognitive strategies in developing Oral Reading skills of Arabic Learners Speaking Other Languages (ASOL). For achieving this, the experimental methodology was used in selecting the research group and applying the strategy. The experimental methodology was based on a quasi-empirical design, with experimental and control groups used through the pre-and post-application of research tools. The study sample consisted of (39) Arabic learners of non-Arabic speakers. They were divided into two groups: experimental and control groups. The researcher prepared a list of oral reading skills and a test to measure them. He also designed a guide for teachers and students according to metacognitive strategies. The study determined ten oral reading skills suitable for Arabic learners who speak other languages (ASOL). The study results revealed that the learners in the experimental group surpassed those in the control group in the post-testing of Oral Reading skills as a whole and in each sub-skill under the determined Oral Reading skills. Thus, this emphasizes the effectiveness of using metacognitive strategies in developing Oral Reading skills of Arabic Learners Speaking Other Languages (ASOL). [ABSTRACT FROM AUTHOR]

During the last years, mathematical modelling has been entering the field of engineering education because it is a bridge between mathematics and industry that also promotes the development of skills that require the engineer of the twenty-first century. Nevertheless, the modelling process is involved and requires the deployment of cognitive skills of superior level, particularly metacognitive skills. This contribution presents the results of a multiple qualitative case study on metacognitive strategies used by groups of engineering students associated with each transition of the mathematical modelling process. During the development of the course, observations and retrospective interviews were carried out, which evidenced the use of metacognitive planning strategies from simplification to interpretation; metacognitive monitoring strategies throughout the modelling process, metacognitive regulation strategies from mathematization to mathematical work and metacognitive evaluation strategies during simplification, mathematization and validation. The results expand the classification framework of metacognitive strategies for engineering students. [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.

Aim. The aim of this experimental pilot study is to evaluate the effects of 25 metacognitive interventions on planning skills in children with ADHD. Method. Forty-five children with ADHD aged 7-12 years (M = 10.41; SD = 1.42) participated in the experiment along with a parent. The children were randomly assigned to one of three groups, determining the type of metacognitive technique used in the training: (1) Mind Maps, (2) Sketching, or (3) Control. They participated in 25 thematic meetings. They were measured at the beginning and at the end of the trainings using the Conners Questionnaire 3 and the Park Map Test tools. Results. Significant differences were found in the intensity of the mean scores for the "Planning" variable between the first and second measurements (M1 = 6.13; SD1 = 0.35; M2 = 5.67; SD2 = 0.82) in the control group, and non-significant differences in the intensity of the mean scores for the groups with Mind Maps and Sketching. The effect size for the significant outcome is high (rc = 0.53). Conclusions. In the children who did not participate in the training, the score worsened, while the score of children in the experimental groups was unchanged. [ABSTRACT FROM AUTHOR]

Aim. The aim of this experimental pilot study is to evaluate the effects of 25 metacognitive interventions on planning skills in children with ADHD. Method. Forty-five children with ADHD aged 7-12 years (M = 10.41; SD = 1.42) participated in the experiment along with a parent. The children were randomly assigned to one of three groups, determining the type of metacognitive technique used in the training: (1) Mind Maps, (2) Sketching, or (3) Control. They participated in 25 thematic meetings. They were measured at the beginning and at the end of the trainings using the Conners Questionnaire 3 and the Park Map Test tools. Results. Significant differences were found in the intensity of the mean scores for the "Planning" variable between the first and second measurements (M1 = 6.13; SD1 = 0.35; M2 = 5.67; SD2 = 0.82) in the control group, and non-significant differences in the intensity of the mean scores for the groups with Mind Maps and Sketching. The effect size for the significant outcome is high (rc = 0.53). Conclusions. In the children who did not participate in the training, the score worsened, while the score of children in the experimental groups was unchanged. [ABSTRACT FROM AUTHOR]

Despite the global adoption of Content and Language Integrated Learning (CLIL) and extensive research on the effectiveness (product-oriented) and classroom interactions (process-oriented) of CLIL, existing studies have overlooked the motivational beliefs and metacognitive strategies of CLIL students. Hence, there is a need for a participant-oriented approach to better understand students’ perspectives and enhance CLIL’s success. Drawing on the social cognitive model of self-regulated learning (SRL), this study aimed to explore how students plan, monitor, and evaluate their learning in CLIL contexts by employing a novel vignette-based microanalytic assessment approach to empirically capture students’ SRL processes. Participants were 108 junior secondary school students from three schools in Hong Kong. Data were analysed using structuring qualitative content analysis. Findings revealed that students employed diverse strategies to manage the demands of language and content learning, with variations in self-efficacy beliefs influencing their approaches. Furthermore, some learners faced challenges in maintaining effective self-regulation. This study argues that improving self-regulatory processes and enhancing CLIL’s success requires prioritising assessment, considering the state of ‘others’, and fostering deeper learning beyond CLIL. This study contributes to the empirical, methodological, and pedagogical understanding of students’ SRL in CLIL settings and informs future research on student-focused aspects in CLIL. [ABSTRACT FROM AUTHOR]

This study mainly explored the effects of teacher feedback, peer feedback and automated feedback on the use of metacognitive strategies in EFL writing. Ninety-seven participants were recruited and divided into three groups, who received two months of feedback from teachers, peers and an automatic writing evaluation system, respectively, and then completed English writing tasks. Metacognitive strategies in this study entail planning strategies (including language knowledge accumulation strategies and pre-planning strategies), monitoring strategies (including selective attention strategies and self-monitoring strategies), and self-evaluation strategies. By conducting repeated-measures ANOVA on three groups of participants' use of metacognitive strategies before and after receiving different feedbacks, it was found that there were statistically significant differences in the effects of teacher feedback, peer feedback, and automated feedback on the use of selective attention strategies, whereas there were no statistically significant differences in the impact of those aforementioned types of feedback on other metacognitive strategies. It was also found that automated feedback had a hindrance effect on the use of monitoring strategies, whereas teacher feedback and peer feedback had a promotive effect on the use of all metacognitive strategies. [ABSTRACT FROM AUTHOR]

This study investigated students' knowledge of writing strategies and their use of technological tools, and explored how digital proficiency influences students' ability to plan, monitor, and evaluate their writing. Using experimental research design, a sample of 40 higher secondary school students was taken for collection of data. The study found that students demonstrated an awareness of key metacognitive strategies, the findings reveal a significant gap in their use of digital tools, such as word processing software, collaborative platforms, and referencing tools. This disconnect suggests that students limited digital literacy may hinder their full engagement with effective writing practices. The study highlights the need for targeted educational interventions to enhance both digital and metacognitive skills, with the aim of improving writing outcomes in ESL learners. The paper concludes with recommendations for integrating technology into writing instruction to foster more strategic and reflective writing behaviors. [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. [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 explored the effect of metacognitive reading strategy intervention in English on helping Moroccan learners reversely transfer metacognitive reading strategies from English (L3) into French (L2). In particular, it investigated whether an improvement in metacognitive reading strategy in English (L3) would lead to an improvement in reading comprehension achievements in French (L2). 67 eleventh-grade students were purposively selected and randomly assigned to an experimental group (n = 35) and a control group (n = 32). All participants were administered the Metacognitive Reading Strategies Questionnaire (Abu-Rabia, S. (2019). The effect of degrees of bilingualism on metacognitive linguistic skills. International Journal of Bilingualism, 23(5), 1064–1086. https://doi.org/10.1177/1367006918781060) and a reading comprehension pre-test and post-test in English and French. Only the experimental group received training in metacognitive reading strategies (MCRS) in English. The difference between metacognitive strategy awareness levels and reading comprehension scores before and after the intervention was examined using one-way-MANOVA. Results indicated a significant improvement in the experimental group's metacognitive strategy awareness and reading comprehension scores in both English and French. Based on these results, we suggest that learners of English as a foreign language should be explicitly trained in the use of MCRS, and a link between the different languages taught at school should be established. Thus, metacognitive reading strategies and skills acquired in one language can be positively transferred to another. [ABSTRACT FROM AUTHOR]

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]

Education is not a privilege; it is a human right. In response, Sustainable Development Goals' "Let Me Learn" stated that nearly two-thirds of 10-year-olds can hardly read nor perceive and simplify a text, which is even more severe in the Philippines, where reading is in English. Thus, this research sought to examine the relationship between English reading performance and the metacognitive strategies of the grade 7 students on their word recognition and reading comprehension through the Philippine Informal Reading Inventory to determine their reading profile. In correlation, the Metacognitive Reading Strategies Questionnaire was used to self-assess reading strategies. The quantitative-descriptive correlational research design revealed no significant relationship between English reading performance and metacognitive strategies. However, a significant but weak relationship was seen between oral reading and pragmatic-behavioral strategies. It signifies that they can read some words but can hardly comprehend the reading text. The study's product mainly suggested that the variables do not correlate, concluding that to move toward equitable educational outcomes for an increase in their reading level, reimagining how to foster and reinforce the students to discover and strengthen their gradual progress in reading must at least be achieved to meet the expectations and specifications throughout the act of reading. [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]

Despite the large quantity of research projects about online learning, studies on students' language learning motivation, self-efficacy belief, and metacognitive strategy use in the online learning setting are limited. The present paper aims to fill this gap through assessing learners' metacognitive strategies, language learning motivation, self-efficacy belief, and their perceived progress in English learning. Responses to surveys were administered two times. The collected data were subject to longitudinal mediation analysis. The participants were a total of 627 university students in China. Results showed a positive and significant relationship among the four variables. The findings highlighted four significant longitudinal mediation patterns. Overall, self-efficacy belief predicted the use of metacognitive strategies, which in turn predicted their language learning motivation and perceived online English learning progress. The findings supported the mediating role of language learning motivation and metacognitive strategies. The findings showed the potential to enhance online English learning by facilitating learners' self-efficacy belief, language learning motivation, and metacognitive strategies. [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.

Objective: The purpose of this research was to investigate the effectiveness of teaching metacognitive strategies on the academic well-being and academic help-seeking of adolescent female students Method: This research was semi-experimental (pre-test and post-test design with control group). The statistical population of this research includes all the female students of the second year of secondary school (first grade of high school) who were studying in the academic year (1401-1402) who were selected using a purposive sampling method. To collect data in the two stages of pre-test and post-test, the academic well-being questionnaire (AWBQ) of Tominin-Sweeney et al and has been used. The experimental group used the scientific work of Saif (2016) during 8 sessions (90 minutes) under the training of metacognitive strategies. But the control group did not receive such an intervention. The collected data were analyzed using multivariate and univariate analysis of covariance Results: The findings of the research showed that teaching metacognitive strategies has significantly led to an increase in academic well-being and academic help-seeking in the experimental group. Conclusions: According to the results of the present study, it can be concluded that teaching metacognitive strategies can be considered as an effective method to increase academic help-seeking and academic well-being in female students. [ABSTRACT FROM AUTHOR]

Language skills are an integral part of quality education as it induces communication, creates comprehensibility of content and expedites knowledge acquisition. This requires students to actively involve in language learning, to meet the growing competent requirements of engineering education. Enhancing Reading competence is one of the crucial factors for achieving academic success. This paper examines the effectiveness of Cognitive Academic Language Learning Approach in enhancing the reading comprehension skills of first year Engineering students. Cognitive Language Learning Approach is an instructional student -- centred approach designed around cognitive and metacognitive strategies, to enable easy comprehension of academic language content. A study was conducted in one of the leading government aided institutions in southern Tamil Nadu, to enhance the reading comprehension skills through the academic subject of Technical English. Data were collected using post-test experimental design, with control group and experimental group (20 each). The quantitative data were analysed using descriptive statistics while the qualitative data recorded the responses of student's perception on the efficacy of CALLA. The data analysis revealed in enhancement of reading comprehension skills, elevating the overall reading competency. [ABSTRACT FROM AUTHOR]

Evolving technology has rapidly changed the scenario of education. Many universities in Malaysia are moving towards blended learning. This learning environment combines teaching methods, delivery methods, media formats or a mixture of all these. It also refers to integrated learning activities like online and face-to-face learning. This study examines how metacognitive strategies were developed during group work in an intact class comprising 21 first-year undergraduates in an expository writing course. It also seeks to determine the students’ perceptions of their blended writing experience. Data were collected from face-to-face group interactions and Wikispaces over eight weeks. Two sets of questionnaires were distributed to elicit the students' metacognitive knowledge and perceptions of blended learning. A semi-structured interview was also conducted. The study's findings revealed that an online learning platform is essential for students to plan their outlines, monitor and assess their progress in their work, and evaluate their strengths and weaknesses in writing. In order to engage the students in the writing process, both faceto-face and online methods should work in tandem to develop students’ metacognitive strategies and writing skills. The findings concluded that blended learning through Wikispaces helps make learning more efficient, meaningful, and beneficial because the students become more autonomous in their learning process as they interact in groups. There was a limitation, which was the slow internet connection, but it could be rectified because Wikispaces could be used synchronously and asynchronously. [ABSTRACT FROM AUTHOR]

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.

AbstractFacing cultural globalization and technological transformation, students need to learn how to continuously utilize social media for English learning. Previous studies have focused on exploring the relationship among students’ attitudes toward learning tools or platforms, but have not discussed those correlations in the context of English learning via YouTube. Moreover, limited studies have investigated the continuance intention of students in Taiwan to use YouTube to learn English from the perspective of acculturation, drawing on the expectancy-value model. To address this gap, based on situated expectancy-value theory, this study examined the associations among metacognitive strategies (MS), acculturation, learning attitude (LA) toward English, perceived value (PV) of using YouTube to learn English, and continuance intention (CI) to use YouTube to learn English. A total of 230 data were obtained from students in Taiwan. The results of structural equation modeling revealed that MS and acculturation were positively related to LA and PV; LA was positively related to PV; and LA and PV were positively related to CI. The results offer instructors valuable insights on how to purposefully regulate their English teaching behaviours, and suggest that YouTube can play a role in helping individuals learn English. [ABSTRACT FROM AUTHOR]

Metacognitive strategies, language learning motivation, and self-efficacy belief are crucial to online or remote learning success. The purpose of the present study was to evaluate the interrelationship among metacognitive strategies, language learning motivation, self-efficacy belief, and English learning achievement. The data were collected from three surveys and an English test. The participants were 590 Chinese university students. The findings revealed that self-efficacy belief predicts English learning achievement. In particular, metacognitive strategies and language learning motivation mediate the predictive effects of self-efficacy belief on English learning achievement. The findings show the potential of enhancing online English learning achievement by facilitating learners' self-efficacy belief, motivation, and metacognitive strategies. Implications can be gained for remote learning within and beyond the coronavirus (COVID-19) context. [ABSTRACT FROM AUTHOR]

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.)

This research aims to examine the implications of metacognitive strategies on problem-solving and students' selfefficacy in English writing skills. The study utilized a Quasi-Experimental research design involving a sample size of 100 participants. Tests were used to assess writing skills, and questionnaires were employed to gather data on the application of these strategies from the perspectives of problem-solving and self-efficacy. Subsequently, both the experimental and control groups received their respective treatments. The data was then analyzed using Analysis of Covariance (ANCOVA) with the assistance of SPSS 22. The research findings indicated that students who were exposed to the metacognitive strategy showed significant improvements in problem-solving and self-efficacy. This study contributes new insights into the importance of metacognitive strategies in the field of education. [ABSTRACT FROM AUTHOR]

This study aimed to determine the effect of metacognitive strategies on secondary school students' self-regulation, self-consciousness, and learning skills. Using a quasi-experimental research design with a pre and post-test technique, the data was gathered from the secondary school students with the assistance of the integration of metacognitive strategies within the lectures of the science instructors. The findings of the study reveal a significant effect of using metacognitive strategies within science lectures on the self-regulation and learning skills of secondary school students. The study recommends that science instructors consider implementing appropriate metacognitive techniques in the classroom, in particular, and the schools' management to arrange workshops for science instructors to learn to integrate the metacognitive techniques, in general. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education is the property of Haiyan Publishing Co. Ltd. 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 study aims to determine the cognitive and metacognitive strategies used by pre-service mathematics teachers for activating mental processes in a semi-structured problem-posing task. A holistic multiple-case design was used to in this study. For the case study, five voluntary pre-service mathematics teachers participated in this study. This task involves problem-posing in the context of science appropriate for different mathematical expressions. A think-aloud protocol, a semi-structured interview, observation and the pieces of papers for each question were used in this study. Open coding was performed using the continuous comparative analysis technique. The main results are that (a) they used various cognitive and metacognitive strategies to activate mental processes in problem-posing, (b) these strategies differed both in diversity and the usage of frequency of them and some strategies are either domain-specific or general-specific and (c) the use of metacognitive strategies is more common than cognitive strategies. [ABSTRACT FROM AUTHOR]

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]