Metacognitive Research Articles

PENGEMBANGAN MODUL AJAR MENULIS CERITA PANJI DENGAN STRATEGI METAKOGNITIF SMP KELAS VII

This study aims to develop a teaching module for writing Panji stories based on metacognitive strategies for junior high school students in grade VII. This module is designed to improve students' creative writing skills while introducing local cultural values through Panji stories. The research used the Research and Development (R&D) method with four stages of development, namely define, design, develop and disseminate. The data collection technique in this study involved three steps, namely observation, interview, and validation questionnaire. While the data analysis technique in this research is quantitative descriptive. The results showed that the developed module was valid and relevant to the curriculum. Feedback from teachers and students indicated that the module helped students in understanding the story structure, developing characters, and conveying moral messages. The metacognitive strategy approach applied enabled students to plan, monitor, and evaluate the writing process. In addition, this module supports the development of 21st century skills, such as critical thinking, creativity, and collaboration, as well as utilizing information technology in learning.

Investigating Language Learning Strategies Among Moroccan Learners: A Quantitative Study

This study explores the intricate relationship between English proficiency and the use of language learning strategies among Moroccan students. We analysed responses from 126 Moroccan design students’ use of language learning strategies employing the Strategy Inventory for Language Learning (SILL). The findings highlight a significant effect of improved proficiency on language strategies’ adoption, with more proficient learners using these strategies at higher frequency, particularly metacognitive, cognitive, and compensation strategies. Interestingly, affective strategies exhibited a curvilinear relationship, plateauing at moderate proficiency. The study underscores the importance of tailoring language instruction and curriculum design to help improve Moroccan students’ English proficiency, especially when English is increasingly becoming popular. Our study is a part of a larger attempt that aims to investigate language proficiency differences between Moroccan students as a first step to democratize language learning.

Evaluating the Effectiveness of InsightApp for Anxiety, Valued Action, and Psychological Resilience: Longitudinal Randomized Controlled Trial.

Anxiety disorders are among the most prevalent mental disorders, and stress plays a significant role in their development. Ecological momentary interventions (EMIs) hold great potential to help people manage stress and anxiety by training emotion regulation and coping skills in real-life settings. InsightApp is a gamified EMI and research tool that incorporates elements from evidence-based therapeutic approaches. It is designed to strengthen people's metacognitive skills for coping with challenging real-life situations and embracing anxiety and other emotions. This randomized controlled trial aims to examine the effectiveness of InsightApp in (1) improving individuals' metacognitive strategies for coping with stress and anxiety and (2) promoting value-congruent action. It also evaluates how long these effects are retained. This experiment advances our understanding of the role of metacognition in emotional and behavioral reactivity to stress. We conducted a randomized controlled trial with 228 participants (completion rate: n=197, 86.4%; mean age 38, SD 11.50 years; age range 20-80 years; female: n=101, 52.6%; and White: n=175, 91.1%), who were randomly assigned to either the treatment or the active placebo control group. During the 1-week intervention phase, the treatment group engaged with InsightApp, while participants in the control group interacted with a placebo version of the app that delivered executive function training. We assessed the differences between the 2 groups in posttest and follow-up assessments of mental health and well-being while controlling for preexisting differences. Moreover, we used a multilevel model to analyze the longitudinal data, focusing on the within-participant causal effects of the intervention on emotional and behavioral reactivity to daily stressors. Specifically, we measured daily anxiety, struggle with anxiety, and value-congruent action. The intervention delivered by InsightApp yielded mixed results. On one hand, we found no significant posttest scores on mental health and well-being measures directly after the intervention or 7 days later (all P>.22). In contrast, when confronted with real-life stress, the treatment group experienced a 15% lower increase in anxiety (1-tailed t test, t197=-2.4; P=.009) and a 12% lower increase in the struggle with anxiety (t197=-1.87; P=.031) than the control group. Furthermore, individuals in the treatment group demonstrated a 7% higher tendency to align their actions with their values compared to the control group (t197=3.23; P=.002). After the intervention period, InsightApp's positive effects on the struggle with anxiety in reaction to stress were sustained, and increased to an 18% lower reactivity to stress (t197=-2.84; P=.002). As our study yielded mixed results, further studies are needed to obtain an accurate and reliable understanding of the effectiveness of InsightApp. Overall, our findings tentatively suggest that guiding people to apply adaptive metacognitive strategies for coping with real-life stress daily with a gamified EMI is a promising approach that deserves further evaluation. OSF Registries osf.io/k3b5d; https://osf.io/k3b5d.

Correlation between English Major Learners’ Listening Comprehension Difficulties and their Use of Metacognitive Strategies of Listening during Online Listening Comprehension Courses

This paper attempted to investigate the relationship between English major learners’ use of metacognitive strategies of listening to overcome the difficulties they face while learning listening skills at Al-Balqa Applied University (BAU). The data was collected by administering an online Microsoft Form questionnaire to 168 first-year English major learners. The retrieved questionnaires were 104, with 99 valid for statistical analysis. The questionnaire main themes were the difficulties related to listener, speaker, content, lack of concentration, internet issues, and metacognitive strategies of listening. Data was analyzed using SPSS statistical analysis software (linear regression). The analysis revealed a positive correlation between English major learners’ use of metacognitive strategies of listening when facing listening comprehension difficulties related to all themes. Nevertheless, the evident positive correlation became apparent when learners encountered difficulties associated with a lack of concentration and internet issues. These difficulties were perceived to require the implementation of metacognitive strategies of listening as an effective remedy. This study contributes to the understanding of English major learners’ use of metacognitive strategies of listening during online learning of listening skills. Moreover, it reflects on the English major learners’ awareness of metacognitive strategies of listening and calls for the need to teach these strategies deliberately.

The Role of Podcast Creation in Supporting Motivation and Self-Directed Learning Among EFL College Students: An Action Research Study

This study explores how learner-generated podcasts can support English as a Foreign Language (EFL) learning among college students in Taiwan. Using a mixed-methods approach, data were collected from 31 participants through surveys on podcasting attitudes, learning logs, and reflective essays. The findings reveal that EFL learners generally perceive podcast creation positively, viewing it as a valuable tool for self-directed learning. Key benefits reported include increased motivation, self-confidence, enjoyment, improved metacognitive strategies, enhanced language production skills, and greater technological competencies. Furthermore, the study suggests that using themes aligned with learners’ academic subjects and personal interests can deepen their engagement with language learning. These insights provide practical recommendations for educators aiming to integrate learner-generated podcasts to promote autonomous learning and foster positive attitudes and motivation in EFL college contexts.

Washback of Vietnamese Standardized Test of English Proficiency (VSTEP.3-5) on Undergraduate Students’ Learning Strategies

Studies on washback of not only international standardized proficiency tests, but also localized high-stakes tests have been increasingly attracting considerable interest. The current study explores the washback effects of a Vietnam-made localized English proficiency test named “Vietnamese Standardized Test of English Proficiency, level 3-5” (VSTEP.3-5) on undergraduate students’ learning strategies. This research employed a mixed-methods design featuring two major research instruments labeled as questionnaires and semi-structured interviews. Quantitative data were collected from the survey questionnaires delivered to 600 English-majored sophomores at a public university in Central Vietnam. Additionally, qualitative data were obtained and analyzed from semi-structured interviews with 12 student participants through a prudent coding process. The findings indicated that a majority of undergraduate students claimed that VSTEP.3-5 affected their learning strategies in a positive way, especially “cognitive and metacognitive strategies”. Besides, preferences for distinct strategies utilized in specific English skills were particularly evident in such productive skills as Speaking and Writing.

Metacognitive strategies improve self-regulation skills in expert sports coaches

Self-regulation is linked to the ability to learn successfully, adapt to change, and project one’s future behavior. This study aims to evaluate the impact of metacognitive strategies on self-regulation skills in the creation of educational content. Nine expert sports coaches participated in the research, and a mixed-methodology research plan was used to conduct the research. The results highlight the transformative effects of metacognitive strategies on self-regulation skills and sports coaches’ experiences. The use of metacognitive strategies had a positive effect on the improvement of self-regulation skills. The facilitation program based on metacognitive questioning significantly affected the expert sports coaches’ self-reported self-regulation skills. The results of the thematic analysis revealed that coaches’ behavior was characterized by greater freedom in organizing their professional activities. Development of self-regulatory skills through changing educational practices encourages coaches’ curiosity and openness to innovation, recognition of otherness, broadening of horizons, understanding of complexity, and disclosure of connections.

Scrutinizing the role of foreign language reading anxiety in the application of cognitive and metacognitive reading strategies

ABSTRACT This mixed methods study investigated foreign language reading anxiety among 326 Iranian EFL students and its impact on cognitive and metacognitive reading strategies. Using the Foreign Language Reading Anxiety Inventory and a reading strategies questionnaire, moderate anxiety levels were observed, primarily due to inadequate general reading skills. Quantitative analysis indicated an inverse relationship between reading anxiety and strategy use, especially with metacognitive strategies. Age and gender were not significant predictors of anxiety levels. Semi-structured interviews with 15 students revealed how anxiety influenced strategy selection: higher anxiety led to simpler cognitive strategies, while lower anxiety enabled engagement with complex metacognitive techniques. The findings highlight the interplay between emotions and cognition in reading comprehension, informing targeted pedagogical interventions.

Exploring Meta-Cognitive Resilience and Psycho-Social Well-Being Among Bangladeshi University Students During COVID-19: A Mixed-Methods Primary Study of Adaptive Cognitive Strategies

Introduction The COVID-19 pandemic disrupted the academic and social lives of university students, leading to heightened stress, anxiety, and isolation. This study investigates the meta-cognitive resilience of Bangladeshi university students and its role in promoting psycho-social well-being during this crisis. Strategies such as reflective writing, adaptive thinking, and mindfulness were analyzed for their effectiveness in helping students cope. A mixed-methods approach was employed, incorporating quantitative surveys (n=450) and qualitative in-depth interviews (n=50) with a stratified random sample to explore adaptive mechanisms and the influence of cultural and systemic factors. Methods A stratified random sampling strategy was used to ensure proportional representation across public and private universities, with a total sample size of 500 students. Quantitative data was collected via structured online surveys using validated Likert-scale measures to assess anxiety, stress, and resilience. Qualitative data was gathered through purposive and snowball sampling to identify participants for semi-structured interviews, providing deeper insights into lived experiences. Data were analyzed using SPSS and R software for statistical measures (ANOVA, regression, O.R, CI) and NVivo for thematic analysis. Ethical approval was granted by the School Research Ethics Panel (SREP), Anglia Ruskin University, Cambridge, UK. Results and Discussion Findings revealed that 82% of students experienced moderate to severe anxiety (mean = 4.2, SD = 0.8), and 69% reported emotional isolation. Reflective writing increased effective coping likelihood (OR = 3.8, 95% CI: 2.7–5.2, p < 0.001), and adaptive thinking positively correlated with resilience (R² = 0.31, p < 0.05). Cultural and familial support emerged as key resilience factors, though rural students faced barriers due to the digital divide. Conclusion This study highlights the importance of meta-cognitive strategies in enhancing resilience and managing psycho-social well-being during crises. Recommendations include integrating resilience-building practices into curricula and addressing systemic inequities like the digital divide to support students’ mental health during future disruptions.

Adapting educational practices for Generation Z: integrating metacognitive strategies and artificial intelligence

The educational landscape is evolving rapidly due to the technological transformations brought by the digital age, necessitating innovative approaches to engage Generation Z learners. This study explores the specific educational needs of Generation Z, defined as individuals born between 1997 and 2012, and examines the role of metacognitive strategies and artificial intelligence (AI) in enhancing their learning experiences. A systematic literature review was conducted using academic databases such as Google Scholar, Scopus, and PsycINFO to identify 121 relevant studies published between 2000 and 2024. The review focused on research articles that addressed motivation, engagement, self-regulation, and cognitive processes in digital learning environments. The results reveal that active learning strategies such as project-based learning and formative assessment significantly enhance engagement and autonomy in Generation Z students. Furthermore, the integration of AI technologies provides personalized learning paths and real-time feedback, supporting self-regulated learning. However, over-reliance on AI poses risks to the development of critical thinking and self-regulatory skills. The study concludes by proposing a balanced approach to AI integration, suggesting that it should complement human guidance to foster holistic student development. Future research should explore the long-term effects of AI on cognitive development and the design of inclusive AI tools that cater to diverse learners.

Video games and metacognition in the classroom for the development of 21st century skills: a systematic review

IntroductionGame-based learning is a methodology that has gained importance in the world of education due to the benefits of implementing ICT in the classroom. Due to the intellectual and competence demands that some commercial video games promote, they can be very valuable tools to stimulate and promote metacognitive abilities in students. Therefore, this paper aimed to analyze the use of commercial video games in educational contexts and their impact on the development of metacognitive skills.MethodsFor the analysis of the study, a systematic review of the literature was carried out following the PRISMA statement. Specialized databases such as Scopus, WoS, PsyInfo, PubMed, SciELO, and Eric were consulted, which helped capture the essence of the problem between 2004 and 2024.ResultsThe review was then carried out on 10 selected articles. The results obtained show the following evidence: (a) commercial video games, together with the use of metacognitive strategies, enrich academic and social aspects as well as the metacognitive level, and (b) commercial video games are as effective in promoting metacognition as other more traditional methodologies or tools.DiscussionFinally, there is a need to rethink the implications of the use of video games in the classroom if we want students to acquire skills that will be essential to successfully respond to the demands and challenges of their academic and professional future.

L2 Students’ Gradeless Assessment of Digital Multimodal Composing: Unlocking Multiliteracies Through Rubric-referenced Multisource Feedback

While a body of literature highlights the positive effects of digital multimodal composing (DMC) on second language (L2) writing, research into DMC assessment practices remains few and far between, particularly when scholars pay little attention to L2 learners’ perceptions towards DMC assessment. The current DMC assessment is largely confined to linguistic modes, leaving other multimodal semiotic modes almost unaddressed. This article, therefore, presents a learning-oriented assessment strategy to involve L2 writers in evaluating their digital storytelling videos through rubric-referenced multisource feedback. This gradeless DMC assessment practice encompasses three key features: (1) a tailored genre-based feedback sheet that provides students with standardized guidelines to deliver ungraded comments on their videos; (2) two hands-on workshops that offer foundational support and ‘just-in-time’ scaffolding for DMC creation and evaluation; and (3) the integration of self- and peer feedback, placing L2 students at the center to assess and reflect on their videos. The analysis of students’ group reflective journals, student-authored videos, and feedback sheets revealed that the rubric-referenced self- and peer feedback created a complementary process for DMC assessment. This approach facilitated the employment of cognitive and metacognitive strategies to self-regulate feedback and video revisions, promoted multimodal metalanguage development, and enhanced multiliteracies. Pedagogical implications for implementing multisource feedback to assess DMC in L2 contexts were discussed.

Learning Mode and Bias in the Application of Reading Strategies: A Comparative Study Between Conventional and Distance Education

ABSTRACT The present study scrutinized Iranian EFL learners’ mode of learning (distance vs. conventional) as a probable source of bias in employing cognitive and metacognitive reading comprehension strategies. To this end, a total of 514 Iranian distance and conventional EFL learners were asked to take a 30-item multiple-choice reading comprehension test along with a reading strategies scale. Next, Rasch model-based Differential Item Functioning (DIF) analysis was employed to analyze the data. The results of a Rasch analysis showed that the reading strategies scale functioned in the same way for the distance and conventional learners and there was no significant difference between the cognitive and metacognitive strategies used by Iranian EFL distance and conventional learners. Thus, it was concluded that the learning mode did not provoke any bias in the application of reading strategies among Iranian EFL learners. The ascending order of the cognitive and metacognitive strategies used by Iranian EFL learners was comprehending, memory, retrieval and planning, evaluation, monitoring, respectively. In the end, the findings were discussed and implications were provided.

Talking it out? Metacognition, teacher talk, and comprehension consequences

This study examines how the amount of teacher talk supports elementary-aged readers’ use of metacognitive strategies to comprehend text. One fourth-grade teacher’s small group reading sessions (n=5 sessions; 2 with advanced readers, 3 with striving readers) were observed and analyzed for metacognitive reading strategy implementation, some with a think-aloud protocol and some with curriculum materials. Results indicate that more teacher talk during small group lessons led to fewer metacognitive behaviors from striving readers. Small-group lesson talk focused on lower-level questions and problem-solving/support strategies initiated and scaffolded by the teacher, resulting in minimal opportunities for students to independently engage with text.

Promotion of Student Success and Positive Chemistry Course Perception through Frequent Metacognitive Reporting.

Explicit metacognitive interventions in undergraduate chemistry courses have been shown to improve student outcomes. Less studied have been the outcomes of students who implicitly and frequently practice metacognition and the resultant effects on the student-instructor relationship. In this project set within a large enrollment introductory chemistry course, we elevated student voice and enhanced student-instructor communication through weekly metacognitive reporting to study the characteristics of reporting students and their perceptions of the effects of metacognitive reporting. Data on course success and gender of reporting relative to non-reporting students were quantitatively analyzed using standard statistical techniques. Inductive thematic coding was used to qualitatively assess student responses to open-ended post-survey questions on perceived value of metacognitive reporting. Reporting students finished the semester with a final course grade point average 0.64 points higher than non-reporting students. In addition, reporting students were more successful (more ABC grades) than non-reporting students though small effect sizes and lack of directional causality limit data interpretation. However, female students tended to engage in reporting at a higher rate than did male students. Metacognitive reporting helped to establish a more positive and productive student-instructor relationship via enhanced student communication (i.e., student voice) that informed just-in-time teaching modifications. Students indicated that the metacognitive reporting assisted them in focusing their studies on more challenging topics and in modifying their study habits. In addition, students recognized that their instructors were reading and responding to the reports, which improved overall student-instructor interactions and their view of the instructor as beneficent. Based on these findings, it is recommended that instructors create frequent, low-stakes assignments built into the course structure to support their students' implicit use of metacognition with the broad goal of growing metacognitive strategies over time.

Immersive Haptic Technology to Support English Language Learning Based on Metacognitive Strategies

One of the most widely used strategies for learning support is the use of Information and Communication Technologies (ICTs), due to the variety of applications and benefits they provide in the educational field. This article describes the design and implementation of an immersive application supported by Senso gloves and 3D environments for learning English as a second language in Ecuador. The following steps should be considered for the app design: (1) the creation of a classroom with characteristics similar to a real classroom and different buttons to navigate through the scenarios; (2) the creation of a virtual environment where text, images, examples, and audio are added according to the grammatical topic; (3) the creation of a dynamic environment for assessment in which multiple choice questions are interacted with, followed by automatic grading with direct feedback. The results showed that the interaction between the physical and virtual environment through navigation tests with the glove in different 3D environments achieved a complete activation and navigation rate. Teachers showed a clear interest in using the application in their classes as an additional teaching tool to complement the English language teaching process, given that it can increase motivation and memorization in students, as it is an easy-to-use application, and the 3D environments designed are attractive, which would make classes more dynamic. In addition, the availability of the application at any place and time represents a support for the current academic community as it adapts to the needs of today’s world.

Scale Validation and Intervention Effects of Metacognitive Reading Strategies in CET-6: A Study in Chinese Second-Tier University Setting

This study validated a metacognitive reading strategy questionnaire for CET-6 Reading (College English Test-Band 6) and investigated the effectiveness of metacognitive reading strategy instruction on CET-6 reading performance. The research was conducted at a second-tier university in China, involving 478 participants in the factor analysis phase, with 245 questionnaires used for Exploratory Factor Analysis (EFA) and 233 questionnaires used for Confirmatory Factor Analysis (CFA). In the intervention phase, there were 80 participants in total, with 40 participants in each of the experimental and control groups. The participants in the factor analysis phase and the intervention phase were independent of each other. The study employed quantitative research methods, including EFA and CFA using SPSS 26.0 and AMOS software to validate the reliability and validity of the questionnaire. Additionally, independent samples t-tests were used to compare the pre- and post-intervention test and survey scores between the experimental group (EG) and the control group (CG).The results indicated that the adapted questionnaire demonstrated good reliability and validity, confirming its suitability as a tool for measuring metacognitive strategy use in CET-6 reading. Furthermore, the intervention effectively improved students' reading performance and the use of metacognitive strategies, suggesting that incorporating metacognitive reading strategies into instruction has a positive impact on students' reading performance.This study highlights the importance of incorporating metacognitive reading strategies into pedagogical practices, providing information for improving the CET-6 pass rate accordingly.

Integrating Extensive Reading Strategy Training with Innovative Technologies: fsQCA on EFL Learner Autonomy and Vocabulary Acquisition

The integration of extensive reading strategies and innovative technologies has become a vital component of English as a Foreign Language (EFL) education. While extensive reading (ER) fosters learner autonomy and vocabulary acquisition by promoting engagement with diverse reading materials, the incorporation of digital tools—such as e-books, online platforms, and mobile applications—has further enhanced accessibility and interactivity. However, gaps remain in the understanding of how these elements interact and which configurations yield optimal outcomes for learners, especially in terms of fostering self-directed learning and vocabulary growth. This research addresses these gaps by employing fuzzy-set Qualitative Comparative Analysis (fsQCA) to examine the interplay between extensive reading, metacognitive strategies, and technological tools. Data were collected from 130 EFL learners through pre- and post-tests, questionnaires assessing learner autonomy, and classroom observations. Results reveal three effective pathways to learner autonomy and vocabulary acquisition: (1) comprehensive integration of extensive reading, technology, and metacognitive strategies; (2) focus on traditional reading and metacognitive strategies without technology; and (3) technology and metacognitive strategies without extensive reading. Extensive reading was found to be the most impactful strategy, achieving the highest correlation with autonomy and vocabulary acquisition. The study concludes that a balanced approach, combining extensive reading, metacognitive strategies and selective use of technology, offers the most effective framework for fostering EFL learners' autonomy and vocabulary development. These findings provide valuable insights for educators and policymakers when designing language-learning programs tailored to diverse learner needs while ensuring the strategic use of both traditional and digital methodologies.

A Evaluation of AI-Driven Learning Strategies and Business Innovation for SDG Dissemination in Meta Colombia

The problem encountered is the deficient knowledge about the Sustainable Development Goals (SDG) adopted by the United Nations as part of the 2030 agenda in Mesetas and Lejanías, in Meta, Colombia. The problem was solved by sharing at the local level a learning strategy with Artificial Intelligence (AI) and emerging technologies for sustainable innovation with the participation of undergraduate students levels 10 and 11, small business agricultural entrepreneurs and rural producers from the localities of study, useful for the dissemination of the SDGs in the rural sector of the Ariari in Colombia using as a model a successful sustainable business that obtained inherent results to the evaluation of the effectiveness of techniques for the dissemination of knowledge, attitudes and practices as well as metacognitive strategies and AI at the local level useful for the dissemination of the SDGs in Meta Colombia. The data obtained in the research imply effective support strategies for self-assessment and practice for consolidation of learning about the SDG for rural communities using AI. The findings show that AI-powered systems increase learner motivation, engagement, and knowledge retention while providing scalable solutions for various educational scenarios. Limitations include the scope of the implementation and the necessity for additional quantitative study. The paper continues by identifying areas for further research and practical implementation tactics and establishing significant contribution from AI in rural education about the SDGs.

The Feasibility of Occupation-Based Coaching for Autistic Children and Primary Caregivers.

Autistic children participate less and have fewer opportunities to develop participation skills than nonautistic peers. The extent to which occupation-based coaching (OBC), a metacognitive strategy training intervention, affects participation in school-age autistic children is unknown. We conducted a single-group pretest-posttest design to evaluate the feasibility and preliminary effect of telehealth OBC for autistic children (n = 13) and primary caregivers (n = 12). Participants completed eight telehealth OBC sessions to address activity-based goals; they completed child, caregiver, and family outcomes pre- and post-intervention. Recruitment, retention, caregiver measure completion, and intervention adherence rates exceeded feasibility benchmarks. OBC had large effects on child performance (Hedge's g = 1.65) and satisfaction (Hedge's g = 1.89), a moderate effect on child sleep disturbance (Hedge's g = 0.60), and small effects on child participation (Hedge's g = 0.23) and family quality of life (Hedge's g = 0.26). Further research in a large-scale study is warranted with changes to better support child measure completion and enhance the study protocol.