Abstract
Meta-memory plays an important role in the late adolescent period. Based on the results, the study aims to develop an android application to develop metamemory and reading skills through cognitive language therapy among first-year late adolescent learners with the psychosomatic condition. Cognitive language therapy was employed as psychotherapy and it will develop users’ memory, reading skills, language learning engagement, which will lead to overall academic achievement. The study investigates the significant difference in the participant’s reading skills due to the English language-based cognitive therapy and participant’s metamemory after the intervention of the English language activities in the application. Data collection tools like questionnaires, interviews, and feedback were used to collect data from the learners. The participant’s memory and psychological condition were analyzed through the questionnaire. Cognitive language activities were employed to develop metamemory and reading skills. The result shows that English language-based cognitive therapy activities in the application have improved the reading skill, among late adolescents’ learners with the psychosomatic condition.
Published Version
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