Application Of Metacognitive Strategies Research Articles

The Application of Metacognitive Strategies to EFL Listening Instruction—A Study on Metacognitive Strategy-centered Instructional Model in Listening Classroom

The Application of Metacognitive Strategies to EFL Listening Instruction—A Study on Metacognitive Strategy-centered Instructional Model in Listening Classroom

Application of Metacognitive Strategy to Primary Listening Teaching

It is of vital importance that our students should be taught to listen effectively and critically. This essay focuses the metacognitive strategy in listening and an empirical study of the application of metacognitive strategy to primary listening teaching is made.

Combining Metacognitive Strategies with Traditional Cognitive Behavior Therapy in Generalized Anxiety Disorder: A Case Illustration.

Context:Generalized anxiety disorder (GAD) is a challenging clinical condition to manage. Recent psychological models of GAD emphasis on the need to focus on metacognitive processes in addition to symptom reduction.Aims:We examined the application of metacognitive strategies in addition to conventional cognitive behaviour therapy (CBT) techniques in an adult patient with GAD.Settings and Designs:Asingle case design with pre- and post-assessments on clinician-rated scales was adopted.Materials and Methods:Twelve weekly sessions of therapy were conducted on an outpatient basis. Assessments were carried out on clinical global impressions scales, Hamilton's anxiety rating scale at pre- and post-therapy points.Statistical Analysis:Pre- and post-therapy changes were examined using the method of clinical significance.Results:A combination of traditional CBT with MCT was effective in addressing anxiety and worry in this patient with GAD. The case illustrates the feasibility of matching therapeutic strategies to patient's symptom list and demonstrates a blend of metacognitive strategies and conventional CBT strategies.Conclusions:In clinical practice, matching strategies to patient's problem list is important to be an effective approach.

Improving Middle School Students’ Quantitative Literacy through Inquiry Lab and Group Investigation

The purpose of this study was to analyze the application of metacognitive strategies learning based Vee Diagram through Inquiry Lab and Group Investigation toward students’ quantitative literacy. This study compared two treatments on learning activity in middle school. The metacognitive strategies have applied to the content of environmental pollution at 7th grade. This study used a quantitative approach with quasi-experimental method. The research sample were the 7th grade students, involves 27 students in the experimental through Inquiry Lab and 27 students in the experimental through Group Investigation. The instruments that used in this research were pretest and posttest quantitative literacy skills, learning step observation sheets, and the questionnaire of teachers and students responses. As the result, N-gain average of pretest and posttest increased in both experimental groups. The average of posttest score was 61,11 for the Inquiry Lab and 54,01 to the Group Investigation. The average score of N-gain quantitative literacy skill of Inquiry Lab class was 0,492 and Group Investigation class was 0,426. Both classes of experiments showed an average N-gain in the medium category. The data has been analyzed statistically by using SPSS ver.23 and the results showed that although both the learning model can develop quantitative literacy, but there is not significantly different of improving students’ quantitative literacy between Inquiry Lab and Group Investigation in environmental pollution material.

The Use of Metacognitive Strategies by ESL Tertiary Learners in Learning IELTS Listening Course

Listening, in general, is a challenging language skill for many learners in which they usually face frustration (Arnold, 2000; Goh, 2000). The emphasis of this study is to identify the experiences of ESL learners when learning the listening skill for IELTS while applying metacognitive strategies in learning. The research instrument used in the present study is the semi-structured interviews with the aim of gaining foundational understanding from the selected respondents regarding their use of metacognitive strategies in learning the listening skills for the IELTS examination. The qualitative results of this study were based on interviews conducted among 10 participants who are undergraduate students, underwent an intervention programme which was designed for them to acquire the listening skills using the metacognitive strategies. The semi-structured interviews were recorded and transcribed for analysis by using the coding method. Findings of this study suggest that metacognitive strategies presents a viable solution for acquiring appropriate skills in the listening component because although most individuals of normal intelligence engage in metacognitive regulation when confronted with an effortful cognitive task, some are more metacognitive than others. Those with greater metacognitive abilities tend to be more successful in their cognitive endeavours. Additionally, it was also found to have positively impacted learning behaviours with the learners being receptive to the changes and gaining more confidence with independently learning. There is a vast potential that can still be evaluated for the application of metacognitive strategies with other level of learners for acquiring appropriate listening skills in the English language.

Effect of Meta-cognitive Strategy Training on Chinese EFL Learners’ Reading Competence

For EFL learners, reading is one of the most important ways of language input. How to improve learners’ reading competence has always been the concern of language teachers and researchers. The concept of meta-cognition is known as cognition about cognition. It is described as the knowledge and control of individual’s thinking process and learning activities. The purpose of applying meta-cognitive strategies to English reading lies in improving learners’ reading efficiency. This paper reports a research on Chinese EFL college students concerning the application of meta-cognitive strategies in their English reading. Statistics show the positive effect of meta-cognitive strategies on their English reading competence.

An Inquiry into Students’ Application of Metacognitive Strategies in Reading Technical Materials

Metacognitive reading strategies are strategies that function to monitor or regulate cognitive strategies (Skehan, 1993). From questionnaire survey, research results unveil that out of all 28 reading strategies, the informants showed significant divergences in the adoption of eight reading strategies between the group of low- and high-reading competence level.

Metacognitive Strategies and Logical/ Mathematical Intelligence in EFL Context: Investigating Possible Relationships

The current study aimed to investigate the possible relationship between logical/mathematical intelligence and metacognitive strategies Iranian EFL learners used in their reading comprehension process. To this end, 98 students (55 females and 43 males) who were all EFL learners participated in our study. We used MIDAS (multiple intelligences development assessment scales) in order to measure the students’ logical/ mathematical intelligence. Furthermore, to measure the metacognitive strategies they applied, MASRI (Metacognitive Awareness of Reading Strategies Inventory) was used. Using Pearson correlation, we analyzed the obtained data. Data analysis revealed that logical/mathematical intelligence had a significant relationship with metacognitive strategies in EFL context. Moreover, males and females, except for logical/mathematical intelligence usage, didn't have any significant difference in the application of metacognitive strategies.

R5: The Sustained Silent Reading Makeover That Transformed Readers

This article reports on a retooled Sustained Silent Reading (SSR) block in an intermediate classroom designed to meet the needs of all students. The authors discuss the benefits and obstacles to SSR and include the framework and classroom management tips that aided their successful implementation of an independent reading block. Students engaged in a structured format called R5 (read, relax, reflect, respond, and rap), which resulted in significant gains on informal and formal assessments of wide reading, metacognitive awareness, and comprehension. Furthermore, to motivate and engage readers, the authors suggest that teachers Consistently monitor and guide the reading habits of their students Build in opportunities for sharing ideas and discussions about text Promote the application of metacognitive strategies in the context of reading A review of the research on independent reading and SSR, classroom observations, and assessment findings are provided to illustrate the power of this thoughtful literacy block.

Application of a metacognitive strategy to assessment, intervention, and consultation: A think-aloud technique

Research on metacognition is reviewed and suggestions are made for application of this knowledge by school psychologists in assessment, intervention, and consultation. Two empirical studies illustrate the application of a specific metacognitive strategy — the think-aloud procedure—to assessment and intervention. The first study showed that asking students to give reasons for responses improved performance on a test of reading comprehension. The second study showed that incorporating the think-aloud technique in remedial reading instruction resulted in substantial gains in reading comprehension.