Effect Of Metacognitive Strategies Research Articles

The Effect of Metacognitive Strategies on Adult Second Language Acquisition

With the trend of “Chinese craze” becoming more and more popular all over the world, it has attracted many Chinese lovers to study Chinese, including children, teenagers and adults. In the process of adult second language acquisition (SLA), there is a gap between the learning ability and that of adolescent learners. In this process, learners often adopt various learning strategies in order to improve their language acquisition ability. But at present, adult learners have less knowledge of learning strategies. Even though some adult learners have some knowledge of learning strategies, there are still some confusions in using them. Therefore, the primary task is to study the learning strategies used in adult second language acquisition and make a more rational understanding of it.

The Effect of Metacognitive Strategy on Students' Reading Comprehension of Academic Text

The Effect of Metacognitive Strategy on Students' Reading Comprehension of Academic Text

A Systematic Review on the Effectiveness of Metacognitive Strategies and Multimodal Tools in Blended Learning English Language Classroom

Blended learning was considered to be an effective approach to language learning in various fields as it significantly increases the learner's autonomy, engagement, curiosity, and effective comprehension. In the past years, various experimental studies have been carried out to examine the positive outcome of blended learning among English language learners. Since 2000, various research studies have been carried out to analyze the strengths and limitations of the blended learning classroom. The purpose of the present study is to systematically review the research papers published on blended learning from the year 2010 to 2021. The study investigates the effectiveness of blended learning specifically in English language classrooms. Blended learning is highly reliant on the English language tools and strategies employed while teaching. Hence, the study analyses the various metacognitive strategies and English language-based multimodal tools used in the blended learning classroom. The study reviews the method, approach, and strategies used in the blended learning classroom. 25 quantitative studies were selected for the systematic review. The study uses “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” and Cochrane guidelines of systematic review to analyze the selected studies. Blended learning seems to be effective among English language learners and it has significantly developed students’ attention, academic achievement, student learning involvement, students engagement, active learning, student interaction, learning process, language proficiency, English language skills, learning motivation, improves concentration and provides a new learning experience. Nevertheless, variables like English language skills, various multimodal tools, and metacognitive strategies can significantly impact the effectiveness of the blended learning approach.

The Effect of Metacognitive Strategies on Self-Efficacy, Motivation and Academic Achievement of University Students

In this study, the effects of university students' metacognitive strategies on university students' self-efficacy, motivation and academic achievement were examined. In the 2019-2020 academic year, 354 university students who received preparatory education at Gazi University School of Foreign Languages ​​participated in the study. Demographic information form, general self-efficacy scale and metacognition scale-30 were used as data collection tools. A path analysis model was developed and tested to examine the relationships between the variables in the study. In the tested model, it was observed that self-efficacy affects academic achievement in reading classes both directly and indirectly in a positive way. It has been observed that motivation indirectly affects the academic performance of students positively through metacognition. It was determined that the most influential variable on academic achievement was self-efficacy, followed by the metacognitive variable. In addition, the results obtained based on theoretical explanations were discussed and some suggestions were presented to improve the academic performance of university students.

Metacognitive Strategies in Teaching Reading to Primary Students

This study is aimed to cater to the needs of professionals in raising young learners’ awareness of their own reading comprehension, educators can implement metacognitive strategy as one of the solutions. Therefore this study aims to know the effectiveness of metacognitive strategy in teaching reading to primary students. The grand theory employed in this study is the six sequential reading strategies proposed by Brown, Palinscar and Armbruster’s (1984). The research method is pre-experimental study with three groups of third graders as the participants. The researcher designed a reading assignment for each treatment, as well as a reading test as the research instrument. The pre-test and post-test data was analyzed using paired t-test. The data shows a significant difference between pre-test and post-test scores among all three groups.

METACOGNITIVE STRATEGIES IN THE SYSTEM OF MENTAL SELF-REGULATION OF ATHLETES

Purpose. The research purpose was to study the relationship of metacognitive strategies with indicators of mental self-regulation of an athlete: regulatory and volitional processes. Research methods and organization. The type of study is an empirical psychological testing. Methods: “Metacognitive strategies in decision making in difficult situations” questionnaire, “Difficulties of self-regulation in sports-significant situations” questionnaire, “Scale of action control” questionnaire, "Style of self-regulation of behavior" questionnaire. Sample group: 134 qualified athletes (54 men and 80 women) aged 18-23 years, engaged in various sports. Research results. The frequency of applying theorizing and reflecting strategies by athletes (men and women) is connected with the characteristics of volitional regulation, and the frequency of controlling cognitive processes is connected with programming of activities. We found some differences in the relationship of metacognitive strategies with regulatory processes in male and female athletes. We determined that increasing effectiveness of metacognitive strategies reduces difficulties of mental self-regulation: it is easier for athletes to restrain negative emotions, become ambitious and more active. Growing effectiveness of a number of metacognitive strategies is connected with increasing awareness of athletes' self-regulation. Conclusion. The research revealed statistically significant connections of metacognitive strategies with regulatory and volitional processes of athletes. Increasing the frequency of use and effectiveness of metacognitive strategies can both improve and deteriorate athletes’ mental self-regulation. The research results can be used to develop recommendations for the individualization of metacognitive strategies, taking into account the gender of athletes and the goals of sports training.

Meta-cognitive Strategy and Secondary School Students’ Achievement and Retention in Chemistry

The study examined the effect of meta-cognitive strategy (KWL) and secondary school students’ academic achievement and retention in chemistry in Uyo metropolis in Akwa Ibom state, Nigeria. Two research questions were raised and two hypotheses formulated to guide the study. The design for the study was a pretest posttest quasi-experimental. Two out of fifteen public secondary schools in Uyo metropolis of Akwa Ibom state were randomly selected for the study. A sample of one hundred (100) SS11 students consisting of 47 boys and 57 girls from two intact classes were drawn from the selected schools. Two validated instruments tagged chemistry achievement test (CAT) and chemistry retention test (CRT) containing 25 items each were used to collect data. The reliability co-efficient of CAT and CRT were determined using test-retest method. The data obtained were analysed using Pearson Product Moment Correlation (PPMC) and the reliability coefficients of 0.81 for CAT and 0.77 for CRT were obtained respectively. Mean and standard deviation were used to answer research questions and analysis of covariance (ANCOVA) was used to test hypotheses at 0.05 level of significance. The findings showed a significant difference in achievement and retention scores of chemistry students taught alkanols using KWL and those taught with expository strategy. It is recommended that chemistry teachers use Know- What and Learn meta-cognitive strategy during instructional delivery to make teaching and learning more participatory, self monitoring and self evaluating so as deeper to understanding and retention of chemistry concepts. Keywords : Meta-cognitive strategy, Know- What and Learn, expository, chemistry Achievement, self monitoring, Retention DOI : 10.7176/CMR/11-3-04 Publication date :March 31 st 2019

METACOGNITIVE STRATEGY AND STUDENT’S READING COMPREHENSION: AN EXPERIMENTAL STUDY AT SMK N 1 KOTA BENGKULU

This research aimed to know the effect of using metacognitive strategy towards student’s reading comprehension. The design was quasi-experimental. The sample consists of 69 students in two classes. The instrument consists of reading test which was tried out. The treatment for the experiment group was metacognitive strategy and for the control group was the strategy that the teacher use in the class. The data were collected through pre-test and post-test. The activity in the classroom during six meetings, two meetings for pre-test and post-test and four meetings for teaching in the classroom. The data was analyzed by The Wilcoxon Test and The Mann-Whitney Test. The Wilcoxon Test for the control group showed that there was no significant difference between pre-test and post-test. The Wilcoxon test for the experiment group showed that there was significant difference between pre-test and post-test. The Mann-Whitney test for pre-test showed that there was no significant difference between experiment and control class. The Mann-Whitney test for post-test showed that there was significant difference between experiment and control class. Finding of the research showed that, there was significant difference between pre-test and post-test for the experiment class and there was significant differece between experiment and control class for post-test result. This result indicated that there was an effect of metacognitive strategy towards student’s reading comprehension

Metacognitive as One of the Strategy in Teaching Reading Comprehension

This study aims at investigating further about the effectiveness ofMetacognitive Strategy implementation for students' reading comprehension at the second grade of SMA Negeri 1 cilimus and finding the students' responses vividly after learning reading comprehension through Metacognitive Strategy at the second grade of SMA Negeri 1 cilimus.The method that used in this study was Quasi Experimental Research with pre-test post-test non-equivalent group design. The population of this study was the second grade students of SMAN 1 Cilimus in the academic year 2014/2015; itconsists of eight classes. Two classes were as samplewhich were taken by purposive sampling, they were XI MIA 3 as experimental class and XI MIA 1 as control class.The use of Metacognitive Strategy was proven as an effective technique for teaching reading comprehension.It showed that there were the significantvalue of the implementation of KWL chart as a metacognitive strategy in teaching reading comprehension. In addition, the implementation of KWL chart had strong responses from the students. It could be seen from the result ofquestionnaire that described the strong responses of students toward the implementation of KWL chart as the metacognitive strategy. It could be concluded that the use of KWL chart as metacognitive strategy was effective in teaching reading comprehension. Thus, teachers probably use this technique as one of the variation for teaching reading comprehension.

METACOGNITIVE STRATEGY AND STUDENT’S READING COMPREHENSION: AN EXPERIMENTAL STUDY AT SMK N 1 KOTA BENGKULU

This research aimed to know the effect of using metacognitive strategy towards student’s reading comprehension. The design was quasi-experimental. The sample consists of 69 students in two classes. The instrument consists of reading test which was tried out. The treatment for the experiment group was metacognitive strategy and for the control group was the strategy that the teacher use in the class. The data were collected through pre-test and post-test. The activity in the classroom during six meetings, two meetings for pre-test and post-test and four meetings for teaching in the classroom. The data was analyzed by The Wilcoxon Test and The Mann-Whitney Test. The Wilcoxon Test for the control group showed that there was no significant difference between pre-test and post-test. The Wilcoxon test for the experiment group showed that there was significant difference between pre-test and post-test. The Mann-Whitney test for pre-test showed that there was no significant difference between experiment and control class. The Mann-Whitney test for post-test showed that there was significant difference between experiment and control class. Finding of the research showed that, there was significant difference between pre-test and post-test for the experiment class and there was significant differece between experiment and control class for post-test result. This result indicated that there was an effect of metacognitive strategy towards student’s reading comprehension.

The effectiveness of Metacognitive strategies on symptoms of Attention-Deficit/Hyperactivity and Educational Achievement

The effectiveness of Metacognitive strategies on symptoms of Attention-Deficit/Hyperactivity and Educational Achievement

Effectiveness of Metacognitive Strategies through Reading Comprehension of Tertiary Level Leaner’s of English

<p><em>Reading is the basic foundation on which academic skills of an individual are built. Reading is a fundamental skill to acquire information. To enhance reading ability effectively, it is quite signification to understand the reading process. Reading is an individual process that takes place inside readers mind in order to monitor, analyze, discuss and modify a classroom learning conditions. Reading is not only between reader and the text; instead reading is a more complex activity that includes different skills. Reading is a constructive process that uses the students Metacognitive strategies to build understanding of the text. Metacognitive strategies are sequential process that one uses to control cognitive activities and ensure a cognitive goal.</em></p><p><em> Flavell (1976) defines Metacognitive as one’s knowledge concerning one’s own cognitive processes. Baird (1990) uses ideas to provide formulation, “ Metacognition refers to the knowledge, awareness and control of one’s own learning”. Metacognitive development is described as a development in one’s Metacognitive abilities i.e. the move to grater knowledge, awareness and control of one’s learning. One of the most vital skills that a person has to acquire in his life is reading. Reading can be seen as an interactive process between a reader and a text. In this reader interacts dynamically with the text to elicit, the meaning and various kinds of knowledge is being used. Readers have to use a flexible repertoire of strategies and cues to comprehend text and to solve problems with unfamiliar structure and vocabulary. </em></p>

EFL Teachers' Attitudes towards the Effectiveness of Metacognitive Strategies Used by High School Students

In any educational program, the most influential factor affecting the students’ level of improvement is the teacher (Rama, 2011). Indeed, the teacher is assigned such an importance that his/her attitude is important for improving educational process and more influential than a teacher‘s knowledge (Xu, 2012). Hence, this study intends to examine the teachers' attitude towards the effectiveness of metacognitive strategies used by high school students. To achieve the study goals, 100 teachers who taught English at different high schools of three Cities of Iran were asked to complete 34 item thesis questionnaire which investigated the teachers' attitude toward the effectiveness of metacognitive strategy use while reading a text. The results of statistical analysis indicated that while male and female teachers have the same attitude about reading and post-reading metacognitive strategies, they have significantly different attitudes about pre-reading metacognitive strategies. The results offer implications and suggestions for the pedagogical considerations within the school and even at university contexts.

Effect of metacognitive strategies and verbal-imagery cognitive style on biology-based video search and learning performance

Videos have diverse content that can assist students in learning. However, because videos are linear media, video users may take a longer time than readers of text to evaluate the context. Therefore, the process of video search may vary from one user to another depending on the users' individual characteristics, and the effectiveness of video learning may also vary across individuals. This study evaluated 100 Taiwanese fifth graders searching for videos related to “understanding animals” on YouTube and examined the effects of the students' metacognitive strategies (planning, monitoring, and evaluating) and verbal-imagery cognitive style on their video searches. The observable indicators were quantitative (search behaviors, search performance, and learning performance) and qualitative (search process observations and interviews). The study concludes that metacognitive strategy is the primary influencer of video search. Students with better metacognitive skills used fewer keywords, browsed fewer videos, and spent less time evaluating videos, but they achieved higher learning performance. They reviewed the video metadata information on the user interface and did not attempt to watch videos on the video recommendation lists, particularly videos that were irrelevant to the task requirements. During the course of the searches, keyword usage had a significant influence on the students' search performance and learning performance. The fewer keywords the students used, the better search and learning performance they were able to achieve. Our results are different from those of previous studies on text, image, and map searches. Accordingly, users must adopt different search strategies when using various types of search engines.

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.

The Use of Metacognitive Knowledge in Essay Writing among High School Students

This paper report part of a bigger project aimed to evaluate the effectiveness of metacognitive strategies on students’ performance in essay writing. The aspects of metacognitive strategies considered in this study include the use of declarative knowledge, conditional knowledge, and procedural knowledge. The focus of this paper is on the use of metacognitive strategies during the writing activity. Before the intervention process, the participants were given a task to write an essay and after that they were asked to do metacognitive reflection. Data were analyzed using content analysis procedure. The respondents consisted of 18 secondary school students from poor urban community. The data revealed that ten participants did not use declarative knowledge namely: i) did not make the outline of the essay before writing, ii) did not identify keywords that represent the requirement of the question, and iii) how to expand ideas. These results indicate that students did not possess enough declarative knowledge about writing. The study also found that 11 respondents did not use declarative knowledge in the attempt to expand ideas. In terms of conditional knowledge, nine of the respondents still could not identify when and why certain strategies should be used. Whereas in terms of procedural knowledge, the study showed that all the participants did not show the use of important steps needed in writing a good essay. In conclusion, this study provides evidence on the need of an intervention or teaching modules to help improve students writing skills.

Effectiveness of Metacognitive Strategies on Reading Skills of Students with Hearing Disorders

Historical research has documented the fact that the average student with a hearing disorders graduates from high school with reading comprehension skills at about fourth grade Level. Metacognitive strategies are one of the methods that have significant applications in educational issues, especially in reading. The main purpose of this research was identifying the effectivenes s of metacognitive strategies for improvement of reading skills of students with hearing disorders. Research design was pretest- posttest randomized group. The sample was formed from 10 students with hearing disorders, 9-10 years old whom were matched and assigned randomly to experimental and control groups. For assessing reading skills, kiyadarbandsari (2007) re ading test was administered. Students of experimental group participated in an intervention program for 8 sessions (each session 45minutes). The T - student test was used to analyze data. Results indicate metacognitive strategies training were useful for improving reading skills of students with hearing disorders.

Effects of Metacognitive Strategies on the Meaningful Learning : Precondition to Make the Learning of History more Interesting

Effects of Metacognitive Strategies on the Meaningful Learning : Precondition to Make the Learning of History more Interesting

Effects of metacognitive strategies on reading comprehension

Abstract This study investigated the effectiveness of improving the reading comprehension of sixth‐grade social studies students through the use of metacognitive strategies. The control and experimental groups for this field based study consisted of 152 white and Hispanic, lower‐middle‐class students from an elementary school in rural, southeastern Arizona. Teachers were trained in the instruction of five metacognitive strategies which they implemented in their classrooms for 12 weeks. Cloze and error detection tests were designed and administered as pre and posttests to determine improvement in reading comprehension of the control and experimental groups. The results indicate students who are instructed in the use of metacognitive strategies increase their reading comprehension more than students who do not receive such instruction. The findings also suggest support for training classroom teachers to provide instruction in metacognitive skills.