Application Of Metacognitive Strategies Research Articles

The implementation of metacognitive strategies in students’ teaching practice in microteaching class

A B S T R A C T Microteaching classes can be a challenging area of negotiation between personal and professional values which can help and provide pre-service teachers understanding and opportunities to hone their teaching and learning process better. This research aims to identify the application of metacognitive strategies in the preparation process for teaching practice in microteaching classes, by focusing on the research questions regarding the implementation of metacognitive strategies in teaching practice exercises and students’s motivation to apply metacognitive strategies in micro-teaching classes. A qualitative case study method was used to answer these two research questions by employing purposive sampling with three participants in a micro-teaching class (semester five). The study reveals that students applied metacognitive strategies of goal-setting, planning, monitoring, and evaluating strategies to enhance their teaching practices. These strategies are influenced by internal and external motivation factors, such as intuition, personal experience, and self-awareness. Nevertheless, as this study involved a small group and did not focus on real classroom practices, future studies are suggested to involve more participants and combine methods to track both the immediate and long-term effects of using metacognitive strategies in teacher training.

The Effective Application of Metacognitive Strategies in High School Mathematics Teaching

Metacognitive strategies, as an educational method that focuses on the metacognitive knowledge and skills of learners' thinking and learning process, have attracted widespread attention in the field of high school mathematics teaching in recent years. This article aims to analyze the effective application of metacognitive strategies in high school mathematics teaching, and deeply explore their role in improving students' mathematical learning achievements and developing mathematical thinking abilities. Firstly, this article provides an overview of the current situation and problems in high school mathematics teaching, including the difficulty of teachers' teaching concepts keeping up with the times, the lack of novelty in teaching methods, and the solidification of students' thinking. Then, the article pointed out the importance of metacognitive strategies for mathematical learning and introduced the basic overview and classification of metacognitive strategies. Next, this article explores in detail how metacognitive strategies can be applied to high school mathematics teaching, including carefully preparing teaching based on metacognition and finding the best teaching methods, guiding students to reflect through metacognitive monitoring, and improving teaching evaluation systems based on metacognition. The effective application of these strategies helps students better understand mathematical concepts, improve problem-solving abilities, and enhance mathematical confidence.

Application of Metacognitive Strategy in the Cultivation of College Students' English Autonomous Learning

Application of Metacognitive Strategy in the Cultivation of College Students' English Autonomous Learning

Active didactics in the learning processes of high school students

The study focused on evaluating the implementation of active teaching methodologies in the learning process of high school students, with an emphasis on strengthening cognitive skills and self-awareness. The results revealed that the majority of teachers apply these strategies in their classes, which supports the initial hypothesis. However, areas for improvement were identified in teacher training and the effective application of these methodologies, especially in terms of pedagogical support and the application of metacognitive strategies. Based on these findings, the creation of a methodological guide is proposed to support teachers in the correct implementation of active didactics. This guide would include specific strategies to activate cognitive processes in students, design activities that promote student leadership, and encourage the development of critical thinking and the application of learning. Additionally, the strengthening of pedagogical support for students and promoting of learning cycles to improve class methodology are suggested

NEUROLINGUOSEMIOTICS OF TRAILER LEXIS AS THE APPLICATION OF METACOGNITIVE STRATEGIES FOR TRAINING PHILOLOGISTS

The article is devoted to the neurolinguosemiotic qualification of the lexical organization of trailers as special components of film discourse as the application of metacognitive strategies for training prospective philologists. The author of this article makes the following conclusions: 1) the trailer belongs to the external components of film discourse, which is due to the presence of semantic and functional correlations with the concept of “advertising”; 2) between the concepts of “trailer text” and “advertising text” the relationship of the so-called approximate identity, because they have identical structural lexical elements, primarily of a reference nature; 3) the text of the trailer is more complex compared to the advertising text, because the linguosemiotic structure of the first introduced a larger number of typological types of lexical signs; 4) the linguosemiotic structure of the advertising text, in which there are different signs, has the form of meaningfully and formally interconnected remarks of actors who can perform different roles (average consumers of goods / services, professionals, celebrities, etc.), with the final thesis announcer (rarely – titrated on the screen graphically); 5) the linguosemiotic structure of the trailer text is a combination of autonomous multifunctional monologue signs, nonlinearly related to each other by subject (signs of actor, expert, witness and announcer); 6) the vectors of influence of linguosemiotic units of advertising texts and trailer texts do not coincide, because in the former the metaprograms of centrifugal / centripetal motivation, activity, desired modality, comparison focus are actualized, and in the latter – metaprograms of time orientation, breakdown size, way of thinking. The article therefore investigates also the attitudes of students to lexical organization of trailers and potential impact on the effectiveness of learning. For this purpose, the author uses a pedagogical experiment.

Metacognitive awareness, knowledge and regulation of cognition factors among Lithuanian university students

PurposeThe importance of metacognitive awareness in learning, on the one hand, and the necessity of considering demographic variables, on the other hand, have encouraged the researchers to conduct this research. This research aims to initially determine the relationship between the level of metacognitive awareness and demographic variables of students from three Lithuanian universities, such as age, gender and area of study.Design/methodology/approachThe quantitative research strategy was applied in this study using the survey with the students scoring the Metacognitive Awareness Inventory (MAI). The research involved 296 students from three universities in Lithuania. Data were analysed using statistical analysis methods to compare different groups of subjects according to selected criteria.FindingsIt became evident that two demographic variables of age and the field of study had a relationship with knowledge of cognition. Conditional knowledge had a positive relation with the variables of age and the field of study. Procedural knowledge was the second area which had a relation with the area of this study. Therefore, it maybe be concluded that under specific circumstances, declarative and procedural knowledge is at the same level of performance while conditional knowledge revealed the highest relation with metacognitive awareness. Furthermore, no statistically significant difference was found with gender in all metacognitive subcomponents despite the initial assumption.Research limitations/implicationsOne of the limitations of this study is that the research did not address the actual application of metacognitive strategies during teaching and learning. The research would benefit from in-depth class observation and triangulation of data from various sources. The teaching model should be tested in a larger population to obtain aggregated results for a vast population.Originality/valueResults are significant in identifying students' cognitive abilities which can be attributed to various factors such as creativity, which in turn may efficiently foster students' potential. Metacognitive awareness can be developed by explicitly informing students about the importance of metacognition and life-long learning. Lecturers' role-modelling induce students to continuously assess, monitor, plan and reflect on their own learning process as well as to recognize cognition along with metacognitive prompts, questions, checklists, reports and discussion of topics in the learning process.

The Application of Meta-cognitive Strategies in English Reading Teaching in Senior High School

“Under the requirements of the new curriculum standard for the cultivation of senior high school students' reading ability, this paper mainly discusses the application of meta-cognitive strategies in English reading teaching in senior high school. The author will take the reading class, ‘A Day in the Cloud’ in Reading and Thinking part of Wildlife Protection in the second unit of New PEP Senior High School English Compulsory II as an example. Combining meta-cognitive strategies with reading teaching process can improve students’ autonomous learning ability and master the reading strategies; on the other hand, it can provide corresponding measures for senior high school English teachers and improve their ability of using meta-cognitive strategies in English teaching.”

Facilitating L2 writers' metacognitive strategy use in argumentative writing using a process-genre approach.

This paper reports on an empirical study that examined changes in L2 writers' perceived use of metacognitive strategies after receiving a process-genre writing instruction. Following a mixed-methods approach, this study was conducted in two intact College English classes at a university in China. Participants were 72 first-year undergraduates, with an experimental group (n = 40) taught by the process-genre writing approach and a comparison group (n = 32) receiving conventional writing instruction. A Likert-scale questionnaire was used to examine students' changes in their conceptualized metacognitive strategies. Think-aloud protocols were conducted to gain an in-depth understanding of students' application of metacognitive strategies and genre knowledge in performing writing tasks. Findings revealed that the process-genre instruction had a significantly positive impact on the "considering the audience" factor, and students' conception of the audience was clearer and more diversified. An in-depth analysis of the think-aloud protocols showed that the participants incorporated the acquired metacognitive strategies and genre knowledge in completing writing tasks, with more pre-task planning time focused on both global and local aspects. Students' metacognitive monitoring also shifted from surface-level lexical and grammar regulation to discourse-level text control.

Designing Freier Vortrag Lectures by 21st Century Skills

This research aims to describe the implementation of the Freier Vortrag course as a course that trains students’ abilities to present certain ideas systematically based on the results of critical thinking. The data obtained is the behavior shown by students during lectures, when presenting their work. The results of data analysis show that (a) students still experience difficulties, especially at the level of using the German language in presenting the results of their studies, and (b) students have not been able to think critically in the form of identifying problems, analyzing and processing data to solve problems, (c) students have not had the freedom to determine presentation topics according to their interests, (d) assessments of students have encouraged the need for the application of metacognitive strategies but are not trained during process takes place. The results of this study are used as the basis for improving and developing teaching materials for Freier Vortrag courses to improve oral language skills as well as critical thinking skills as part of 21st - century skills.

Analysis of the Structural Validity of the Reduced Version of Metacognitive Awareness of Reading Strategies Inventory.

The application of metacognitive strategies is considered a basic skill of the student at any educational level. In the present study, we evaluate the reduced version of the Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) in Spanish, a self-report instrument designed to measure the metacognitive awareness of students and their perception of the strategies that they use while they are reading school materials. MARSI-R is formed by three subscales: (a) global reading strategies (GRS), (b) problem-solving strategies, and (c) strategies to support reading. We conducted a confirmatory factor analysis (CFA) in a Spanish student sample (N = 570) and the results shown relative inadequate fit for the proposed theoretical three-factor model. More important, the three subscales presented a high level of inter-correlation, which raises the need to assess to what extent the construct should be considered as unidimensional. We conducted two additional CFA models: a unidimensional model and a bifactor S-1 model, and the results indicated the presence of a strong general factor related to the GRS subscale. These results have important implications, since they imply that it is more appropriate to use the total score of the instrument derived of the S-1 model instead of the scores derived from each subscale. The bifactor S-1 model has allowed us to develop a closer approximation between the psychometric model and the theoretical model.

On the Application of Metacognitive Strategies in High School English Listening Teaching

On the Application of Metacognitive Strategies in High School English Listening Teaching

The Application of Metacognitive Strategy to College Students’ Autonomous English Listening

The Application of Metacognitive Strategy to College Students’ Autonomous English Listening

Application of metacognitive strategies in the development of emotional and motivational self-regulation of students with special educational needs. Research on children with ADHD

Abstract The aim of the presented study is to verify whether the visual methods (Mind Maps and Sketch-noting) considered as metacognitive strategies will help to strengthen emotional and motivational self-regulation in children with ADHD. In this experimental study, 135 participants took part, including 45 primary school students diagnosed with attention deficit hyperactivity disorder with the presentation of mixed symptoms (M = 10.41; SD = 1.42), their parents (N = 45) and teachers (N = 45). The results obtained in the study indicate that after 25 training sessions with the use of both Mind Maps and Sketch-noting, children with ADHD make significantly fewer errors than during the first measurement. However, only in the Sketch-noting group did their average reaction time increase significantly, which indicates that they are more reflective. The presented metacognitive strategies can be successfully applied at school by students with ADHD and constitute a source of support for both students and teachers.

The Study of the Application of Metacognitive Strategies in EFL Writing in China

The Study of the Application of Metacognitive Strategies in EFL Writing in China

Investigation and Research on the Cultivation and Application of Metacognitive Strategies in Autonomous Learning in Colleges

Taking undergraduates as the research object, this paper investigates and evaluates the changes of students’ autonomous learning ability with active intervention that learners study and practice metacognitive strategy, so as to reveal what impact learners’ practice of metacognitive strategies has on improving their autonomous learning ability.

THE IMPACT OF METACOGNITIVE READING STRATEGIES ON MASTER STUDENTS’ EFL READING PROFICIENCY AND ACADEMIC ACHIEVEMENT

The paper deals with direct influence on reading proficiency and other advantages of application of metacognitive strategies by master students in order to improve ESL when learning Academic English course. There have been given definitions of the terms “reading strategy”, “metacognitive reading strategy”. The main structural components and functions of metacognitive strategies have been described, their role and priority of application by master students in academic texts processing have been estimated and discussed. Highly effective metacognitive reading strategies have been selected and correlated to academic performance level of readers. The main theoretical approaches regarding metacognition in reading have been overviewed and analyzed. The study has been conducted in Ternopil Volodymyr Hnatiuk National Pedagogical University. Data was collected by means of focus groups interview and selected scales of the MARSI (Metacognitive Awareness Reading Strategy Inventory) questionnaire. The highlighted research is of a descriptive character; it has been completed with the aim of collecting the information at the initial stage of the experiment on postgraduates’ usage of metacognitive reading strategies in their university course of Academic English. Data analysis was carried out with help of visualization of images of the text, main ideas/top sentences selection, scanning the text, summarizing information, self-questioning, connecting new information with the previously learnt one. Theoretically the study contributed by giving promising results about the impact of application of metacognitive reading strategies on reading proficiency of master students at Ternopil Volodymyr Hnatiuk National Pedagogical University. The practical implication presupposes incorporation of syllabus based reading comprehension courses for EFL master students as supplementary to the core courses or optional ones, based on practical teacher manuals on using metacognitive strategies in teaching reading comprehension; seminars for ESL teachers.

The Use of Metacognitive Strategies in Solving Mathematical Problems

The ability to solve mathematical problems is useful not only for the absorption of knowledge, but also for the formation of thinking and attitude in solving the problems. This research was conducted to describe the metacognitive strategies that students undertake when solving mathematical problems. Metacognitive strategy is one of the methods used in problem solving that emphasizes to build the well-structured of thinking, by deciding what to do and where to go in realizing and overcoming obstacles. Data obtained through problem solving by the subject and then analyzed qualitatively. Through the application of metacognitive strategies, a systematic and well-structured problem solving is implemented based on the logical thinking steps, and allows to the right solution. For students, metacognitive strategies are very important to build a strong foundation of thinking and to be applied in various situations and levels of complexity problems.

Estrategias metacognitivas para desarrollar la comprensión lectora

Esta investigación busca promover el desarrollo de la comprensión lectora mediante la aplicación de estrategias metacognitivas, así mismo dar a conocer la importancia de los procesos de la metacognición en los diferentes niveles de lectura y la utilidad de diseñar unidades didácticas que atiendan a necesidades específicas de aprendizajes. Se llevó a cabo un estudio con estudiantes de los grados tercero y cuarto de la básica primaria, en el que se analizaron los datos obtenidos de la aplicación de una unidad didáctica, que incluía cuestionarios en los que se propiciaba el uso de las estrategias metacognitivas (conocimientos previos, predicción y verificación y el resumen). De igual manera se tuvieron en cuenta los procesos metacognitivos de: planeación, monitoreo y evaluación, trabajados en los diferentes momentos de la lectura (antes, durante y después). Los resultados ponen en manifiesto que las estrategias metacognitivas permiten mejorar y fomentar los procesos de comprensión lectora porque ofrecen al sujeto herramientas que le ayudan a supervisar, controlar, evaluar y tomar conciencia de su proceso de aprendizaje.

Application of meta-cognitive strategies in cardiovascular specialized nurses training

Objective To explore the application effects of meta-cognitive strategy in cardiovascular specialized nurses training. Methods From September 2015 to September 2017, totally 53 nurses in Yancheng city were selected as participants of the study by convenience sampling. They were trained by a training scheme based on the meta-cognitive strategy for cardiovascular specialized nurses. After three months' off-duty full time training, the trainees were assessed for their scores in theory and practice, extended training back to hospital, and satisfaction degree on the training base and themselves. Results A total of 53 specialized municipal nurses were trained after three training sessions, and the qualification rate of the trainees was 100%. The development rate of specialized professional work, nursing teaching, nursing scientific research were all above 70%; the satisfaction degree towards the base reached above 94%; after training, the self-satisfaction rate of the trainees increased with a statistical significance (P<0.05) . Conclusions The training scheme of cardiovascular specialized nurses based on meta-cognitive strategy is effective in improving the nurses' comprehensive ability and provides theoretical basis for the training of cardiovascular specialized nurses in the future. Key words: Nurses; Meta-cognitive strategy; Cardiovascular specialty; Training

Pengaruh strategi metakognitif dalam pembelajaran berbasis masalah terhadap pencapaian hasil belajar fisika siswa kelas XI SMAN 4 Padang

One of the problems in physics learning in high school is that students are less able to solve various problems that are relevant to the subject matter, so student physics learning outcomes are still low. This research aims to determine the effect of the application of metacognitive strategy in problem-based learning to the results of physics learning of class XI students at SMAN 4 Padang in the first semester of the 2018/2019 academic year. This research is in the form of Quasi Experiment with the design of Posttest Only Control Gorup Design. The sampling technique was Cluster Random Sampling obtained by class XI MIPA 2 as the experimental class and class XI MIPA 1 as the control class. Research data was obtained through instruments in the form of LKS and tests in the form of learning outcomes data on aspects of knowledge. The instruments used have met the validity and reliability through trials. The results showed that the posttest results of the experimental class average value of 62.72 were higher than the average value of the control class of 55.34. The results of the t test at the 95% level indicate that tcount> t table, so that the difference in average values is due to differences in treatment. From the results of regression analysis and simple linear correlation between the value of using LKS and posttest in the experimental class, the value of rxy was 0.623, meaning that there were 38.81% contributions to the application of metacognitive strategy to student learning outcomes.