Development Of Metacognitive Awareness Research Articles

Development of L2 Listening Metacognitive Awareness via Online Metacognitive Listening Practice

Metacognitive intervention of listening has prevailed in L2 (second language) listening research in the past decade. However, rare research has linked metacognitive intervention with online listening. This study examines L2 learners' development of metacognitive awareness of listening through online metacognitive listening practice. A set of online metacognitive listening exercises were constructed, based on a metacognitive cycle that regularly guides learners through metacognitive processes of listening. Thirty-nine low-proficiency Chinese university EFL listeners from one intact class participated in the study and did online listening practice as individual outside-class homework for 14 weeks. The development of metacognitive awareness was measured by MALQ and enriched by the learners' reflective notes. Results reveal an inverted U-shape pattern in the development of metacognitive awareness and that the factors of metacognitive awareness develop asynchronously. Some factors appear more susceptible to listening task difficulty and more unstable in the development process.

Drinking-Related Metacognitive Guidance Contributes to Students’ Expression of Healthy Drinking Principles as Part of Biology Teaching

Biology education has adopted the goal of educating future generations about sustainable, healthy habits. The current paper focuses on drinking-related nutritional literacy—the characteristic of health education that refers to aspects of healthy drinking: drinking enough water and fewer sugar-sweetened beverages (SSBs). The study aims to foster school students’ critical thinking about the quality and the quantity of what they drink in everyday life. Facilitating students’ metacognitive awareness was achieved, as they were engaged in a biology learning activity centered on the importance of healthy drinking in everyday life. The study focused on two research questions: 1. What is the contribution of drinking-related metacognitive guidance to the development of metacognitive awareness concerning healthy drinking among students? 2. What is the contribution of drinking-related metacognitive guidance to the way students express the principles and importance of healthy drinking as part of their metacognitive awareness thinking process? The findings indicate a quantitative and qualitative improvement in drinking-related metacognitive awareness among those students who received metacognitive guidance as part of biology teaching. This paper suggests that metacognitive guidance has a significant pedagogical potential to improve sustainable healthy habits among children.

Team-based Learning to Promote the Development of Metacognitive Awareness and Monitoring in Pharmacy Students

Objective. To evaluate the metacognitive abilities of pharmacy students and determine whether introducing the concept along with team-based learning (TBL) enhances metacognition.Methods. Pharmacy students completed a Metacognitive Awareness Inventory (MAI) and a low-stakes pretest during the first class that evaluated students' knowledge about the therapeutic concepts that would be taught through TBL. The same questions were administered on the comprehensive final examination for the course. For each of the course assessments, students were asked to indicate their understanding of the topic and predict their performance. Actual performance was measured as a result of each assessment.Results. The pre-MAI composite score was 77.3%. Scores significantly improved by the end of the course to 84.6%. There were significant differences in both declarative knowledge and conditional knowledge when evaluating performance groups. Students in the middle performance group demonstrated the greatest ability to predict their performance on the final examination. Though these were not significant, students in the low group overestimated their performance, while students in the high group underestimated their performance. Baseline grade point average was the only factor predictive of the final examination score and the final course grade.Conclusion. Pedagogies such as TBL may support development of metacognitive skills in pharmacy students. However, intentional guidance provided by an instructor is required to improve pharmacy students' regulation of cognition skills.

THE EFFECT OF TEACHER-AND PEER-ASSISTED EVALUATIVE MEDIATION ON EFL LEARNERS’ METACOGNITIVE AWARENESS DEVELOPMENT

Rooted in the heart of Vygotsky’s Sociocultural Theory, mediation has recently received considerable attention in the field of TEFL. The existing literature suggests that mediation can play an essential role in language learners’ performance development. In addition, learners need to know about their thinking process which is interpreted as metacognition. This study aimed to investigate the effect of teacher- and peer-assisted evaluative mediation on learners’ metacognitive awareness development. To this end, 40 homogenized intermediate EFL learners were selected using a test of English language proficiency. The participants were then randomly divided into teacher-assisted (n=20) and peer-assisted (n=20) groups. Before the instructional phase, a metacognitive awareness questionnaire was given to the participants. At the instructional phase, the learners in the teacher-assisted group received teacher-assisted mediation. The learners in the peer-assisted group, however, were exposed to mediation provided by their peers. After the instructional phase, the metacognitive awareness questionnaire was given to the participants as the posttest of the study. SPSS was used to analyze the data. The descriptive statistics, the Shapiro-Wilk test of normality, and the Paired Sample T-test for inferential statistics were used to analyze the data. The findings showed that peer-assisted evaluative mediation had positive effects on developing students’ level of metacognitive awareness, whereas teacher-assisted evaluative mediation did not reveal such effects. It could be concluded that peer-assisted evaluative mediation is an effective tool for improving students’ metacognitive awareness.

Revisiting the Tactical-Decision Learning Model

ABSTRACT The purpose of this article was to examine the potential contribution of a particular student-oriented and socio-constructivist teaching model, T-DLM, with respect to (a) constructivism and nonlinear pedagogy and (b) the development of metacognitive awareness and self-regulation of learning in students engaged in a team-sport teaching/learning process. In the first section, we describe the main features of nonlinear pedagogy and of constructivism and socio-constructivism in view of relating them to T-DLM. Then, after a description of the context in which T-DLM was developed, the components of the model are discussed in relation to constructivism and nonlinear pedagogy. Several features of the model, such as observing, experiencing tactical problems while engaged in adapted sport activities, debating, and reflecting on prior game play, provide opportunities for the development of students’ metacognitive awareness and self-regulation of learning.

Effects of Metacognitive Strategy Training on Chinese Listening Comprehension

In an exploration of solutions to improve Chinese second language learners’ listening comprehension, this quantitative quasi-experimental study examines the effects of metacognitive strategy training (MST) on learners’ metacognitive awareness, listening performance, and proficiency in an intensive language training program. In contrast with the extant research, this study designed a metacognitive learning cycle model, including self-diagnosis, planning, monitoring, evaluation, regulation, and reflection strategies, as the content of the MST. Six classes, comprised of a total of 80 participants, were assigned into three groups: Self-directed, teacher-led, and control groups. The Metacognitive Awareness Listening Questionnaire and a listening comprehension test were administered as pre- and post-tests, in addition to a proficiency test as a post-test only. Results demonstrate no significant differences in metacognitive awareness development, listening performance gains, and proficiency test results among the three groups. The results do indicate that the self-directed MST better enhances development of students’ planning and evaluation awareness, and teacher-led MST workshops with special emphasis on the area of monitoring strategy will help students raise awareness. The findings of this study reveal that insufficient training time and MST without the integration of cognitive strategies do not yield significant effects. It is suggested that future MSTs should involve sufficient training time and effective follow-ups to ensure its positive effects. This study proposes that the effectiveness of MST could be improved by combining it with cognitive strategies training.

Analysis of Metacognitive Awareness of Primary and Secondary School Students in Terms of Some Variables

Metacognition is important for learners of all ages. Therefore, this situation raises all important questions about how to develop metacognitive skills and habits in the classroom regardless of primary, secondary and high school. The aim of this study is to investigate the metacognitive awareness of primary and secondary school students according to the variables of gender, grade level and region. The model of this research, which was conducted to determine the metacognitive awareness levels of the students in primary and secondary school, is a survey model. Metacognitive Awareness Scale was administered to 399 students (195 girls, 204 boys) in third, fourth and fifth grade. The research shows that the metacognitive awareness scores of primary and secondary school students do not differentiate in gender. According to another result obtained in the research; metacognitive awareness scores of pirmary and secondary school students differentiate in locality. The students’ metacognitive awareness is higher than that of the urban local. When the metacognitive awareness scores were examined according to the grade level, it was seen that the metacognitive awareness scores of the fifth grade students were higher than the other groups. However, there is no significant difference between the metacognitive awareness scores of the third and fourth grade students. Similar studies aiming to examine the development of metacognitive awareness of students are thought to be useful in planning the education process in this direction.

The development of metacognitive awareness of reading strategies through WebQuest based teaching

This research was conducted to determine the effect of WebQuest-based teaching on reading strategies metacognitive awareness and was planned as an action research. The research’s study group consisted of 24 fourth grade students in a primary school situated in a district of Afyonkarahisar during the second term of 2015-2016 school year. In the research, the students attended three exercises in WebQuest-based teaching as a group, pairs and individually during the 55 course hours period. As data collection tools, reading strategies metacognitive awareness inventory, observation, interview and diary were used. Descriptive statistics and t test were used for the analysis of relevant samples. According to findings acquired from research’s quantitive data, it was confirmed that there was a significant rise in student’s posttest grades in regard to pretest grades of their reading strategies metacognitive awareness problem solving strategy and supporting levels of reading strategies. Besides, it was reached that there was no significant difference but there was a rise between pretest and posttest grades of the level of global reading strategy. It was observed that students using reading comprehension strategies were more successful in practice and use time more efficiently.

The development of metacognitive awareness related to the implementation of metacognitive-based learning

Numerous studies suggested that metacognition is an essential thing in students’ learning because it will affect how student apply what they had learned to study new knowledge. Therefore, this study aims to explore the development of metacognitive awareness through metacognitive-based learning that consist of 5 stages: identification, define the problem, examine the solution, act the strategy, and the last look back and evaluate, all of these stages were integrated to metacognition. Metacognitive Awareness Inventory questionnaire was employed for data collection to 17 pre-service physics teachers on solid-state physics lecture, in Bandung. This questionnaire consists of 56 items that focus on metacognitive knowledge and metacognitive regulation. The analysis of questionnaire data showed that the development both of metacognitive knowledge and metacognitive control quite good, it means that learning process promoted the awareness in learning and thinking process.

Perfil escritor y conocimiento metacognitivo de las tareas académicas en los estudiantes universitarios

Esta investigación se centra en conocer el desarrollo de la conciencia metacognitiva y el perfil escritor de los universitarios en relación con las tareas de síntesis, altamente demandadas en la Educación Superior, pero ineficazmente abordadas por muchos estudiantes. La muestra ha estado formada por 82 universitarios, divididos en dos condiciones en las que recibieron instrucción en tareas de síntesis: enseñanza explícita y modelado con pensamiento en voz alta; respondieron a los cuestionarios i) Conocimiento metacognitivo sobre tareas de síntesis y ii) Estilos escritores. Los resultados permiten concluir que el autoconocimiento de los estudiantes acerca de las síntesis no es adecuado, aunque es mejorable con modelado o enseñanza explícita, y que los estudiantes con un perfil escritor, predominantemente revisor o planificador, son los que muestran mejor desarrollo metacognitivo.

Fostering the Development of Language Learner Autonomy Through Peer and Self-Assessment

Autonomy and assessment have been the subject of renewed interest within the field of education. English Language Teaching (ELT) contexts have attracted particular interest as the importance of learner autonomy for language learners continues to be researched and acknowledged, while an understanding of the relationship between assessment and autonomy continues to grow. Questions remain, however, whether autonomy lends itself willingly to assessment, or if indeed there are unobtrusive and practical ways to do so. Nevertheless, assessment and autonomy may be related at other junctures. This paper outlines a classroom-based intervention whereby assessment descriptors were used to engage university age English language learners in Japan in reflection and response, as one of the tools used in a continuous assessment approach to the evaluation of participation and communication. An examination of the background and context underpinning this intervention is first provided, followed by an analysis of learner responses to questions related to self-assessment. In conclusion, ways in which these may be viewed in relationship to broad indicators of autonomy, and the development of metacognitive awareness are discussed.

The Experimental Manipulation of Desire Thinking in Alcohol use Disorder.

Desire thinking is a voluntary cognitive process involving verbal and imaginal elaboration of a desired target. Recent research has revealed that desire thinking may play a significant role in the escalation of craving. The goal of this study was to explore the effect of a desire thinking induction on craving in a sample of patients with alcohol use disorder. Ten patients with alcohol use disorder were exposed to a brief exposure to alcohol-related thoughts plus desire thinking induction versus brief exposure to alcohol-related thoughts plus distraction. The induction of desire thinking led to a significant increase in distress and urge to use alcohol when compared to a behavioural assessment test and a distraction task. The clinical implications for the treatment of alcohol use disorder are discussed. Copyright © 2016 John Wiley & Sons, Ltd. Psychotherapeutic strategies that target desire thinking, both at the assessment and at the intervention levels, may be relevant in the treatment of craving-related problems. Deriving and illustrating the role of desire thinking in a given episode of craving may support the development of metacognitive awareness about its functions and consequences.

Metacognitive awareness in foreign language learning through Facebook

While over the past decade social network sites have enabled both learners and teachers to set up various forms of online collaborative learning environments, there is an ongoing discussion on how collaboration through these social media platforms can be situated with regard to the development of metacognitive awareness (Li, Pow & Cheung, 2015). This paper presents a study on the development of learners’ metacognitive awareness of first-year English majors collaborating in a closed Facebook group. The theoretical framework for the development of metacognition, proposed by Gunawardena et al. (2009), was used to analyse the students’ metacognitive strategies when working together online. The study shows that students utilise the social network site to complete given learning tasks, and extend their use of the forum by setting new learning goals and socialising with their peers. The students show that, through peer collaboration, they are able to evaluate and plan their learning process online.

Intervention through metacognitive development: A case study of a student with dyslexia and comorbid attention deficit disorder (ADD)

Metacognition can be defined as taking control of and directing one's own thinking processes, and being aware of one's own cognitive strengths and limitations. It is the ability to understand, monitor and self-regulate cognition and is inseparable from intellectual functioning and learning. An important aspect of metacognition is the ability to show reflective awareness about the self, and knowledge in tandem with conscious monitoring during learning. Students with dyslexia and with associated learning disabilities appear to lack these metacognitive skills, which can be seen as a critical aspect of cognition. Metacognition is a bridge between areas and reflects all aspects of cognitive processing. An approach to metacognition within the framework of literacy development is presented through the case study of a 17 year old adolescent who has dyslexia with the co-morbidity of an attention deficit disorder (ADD). This paper illustrates the effectiveness of metacognition in general cognitive processing. The cyclic relationship between the two processes, namely cognition and metacognition is illustrated and the reciprocal nature of these two processes is emphasized. The objective is to show that the development of metacognitive awareness is an important tool in intervention for dyslexic and/or learning-disabled students and provides a case for general recognition of its importance in cognitive intervention. As metacognition is complex, the development of self-awareness is the focus of this qualitative study. The student’s name has been altered to maintain confidentiality but the specific data on his learning disabilities and his progress in learning have been accurately reported. Key words: Cognitive intervention, dyslexia, attention deficit/hyperactivity disorder (ADHD), metacognition, self-awareness.

The Role Of Preservice Teachers In Developing Metacognitive Awareness Strategies In An Urban Language Arts Writing High School Classroom

The study used a qualitative approach to examine the development of metacognitive awareness strategies among student writers. The purposes of the study were to determine the indices of metacognitive awareness strategies used by students, the role of preservice teachers, and the relevance of instructional strategies. Participants were preservice teachers and high school students. Data collection included field notes, writing samples, reports, surveys, portfolios, and evaluations. The study results indicated the following: 1. Students' self-perceptions as writers change; 2. metacognitive awareness development occurs over time; 3. Metacognitive awareness development occurs differently among students; and 4. Varied teaching approaches yield effective writing instruction.

Reciprocal peer tutoring in a physical education setting: influence of peer tutor training and gender on motor performance and self-efficacy outcomes

Students often do not take full advantage of peer tutoring instructional strategies because they are not sufficiently prepared to fulfill the role of tutor. This study examined whether implementing a peer tutor training program prior to the beginning of reciprocal peer tutoring (RPT) sessions might help overcome this issue. Gender differences were also explored. In a physical education setting, 48 novice ninth-graders were assigned in symmetric dyads to a physical practice associated with trained RPT condition (TRPT; n = 24) or a physical practice associated with spontaneous RPT condition (SRPT; n = 24). Moreover, 24 participants were assigned to a physical practice without any form of RPT control condition (PP). The peer tutor training, based on an original group interview technique, aimed at enhancing the explanatory potential of the tutor and his/her sensitivity to the specific needs of the tutee. Results indicated a superior motor performance for the TRPT condition and no difference between the SRPT and PP conditions. Interestingly, a positive relation between motor performance and self-efficacy beliefs was found for TRPT females. The assumption that the development of metacognitive awareness is one of the mechanisms underlying RPT’s effectiveness was thus supported.

A case study of computer gaming for math: Engaged learning from gameplay?

Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders’ cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming, but there was no significant effect of computer gaming on students’ cognitive test performance or metacognitive awareness development. The in-field observation and students’ think-aloud protocol informed that not every computer math drill game would engage children in committed learning. The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.

Short-term cognitive coaching interventions: Worth the effort or a waste of time?

This paper was presented at the 1st International Coaching Psychology Conference, London, December, 2006.A small case study focusing on the development of metacognitive awareness and subsequent development of cognitive and behavioural strategies over a three month period designed to answer the following questions; Can a short-term cognitive behavioural coaching intervention, firstly, add ‘significant’ personal and professional value as measured by qualitative methods, and secondly, if so, are there subsequent statistically significant changes in people’s self-reported scores on a measure of cognitive style preference?

Tasks, Texts and Contexts: A study of reading and metacognition in English and Irish primary classrooms

This paper is an adaptation of a paper presented at the British Educational Research Association Conference in Belfast, Northern Ireland, in August 1998. It reports on a study on reading pedagogy and metacognition in six classrooms in Leeds and six classrooms in Dublin. The evidence is based on 12 teacher interviews, 43 separate lesson observations and school/class, policy/lesson documents. The paper analyses the teachers' thinking and their classroom practices with reference to inter-related themes, tasks, texts and contexts, and it draws out the implications for the development of metacognitive awareness among the 9-year-old children that these teachers teach. It attempts to explain practice with reference to teachers' conceptions of teaching, the learner and reading.

The development of metacognitive awareness in memory, communication, and attention

Four- and six-year-olds were asked questions about hypothetical situations in which a child was to perform one of three cognitive activities: (1) to remember something, (2) to communicate a message, or (3) to attend to a visual array. Questions focused on the child's understanding of the following four facts about the variables under study: (1) that it is easier to cognize about a shorter than a longer list ( length), (2) that it is easier to cognize in the absence of noise than in its presence ( noise), (3) that an adult or older child will find a cognitive problem to be easier than will a younger child ( age), and (4) that it is generally easier to cognize with more time than with less time ( time). Results indicated that the pattern of understanding was the same across the different cognitive activities, that there was a higher level of accuracy in answering questions about length and noise than about age and time, and that, over all, the 6-year-olds were more accurate than the 4-year-olds.