Use Of Metacognitive Strategies Research Articles

Metacognitive behaviour when working on modelling problems in small groups

Abstract The use of metacognitive strategies when working on modelling problems in small groups is assumed to lead to goal-oriented and effective processing of the problems. Based on the analysis of eight group processes of grade 9 students working on a modelling problem, this article takes a detailed look at the initiation of metacognitive behaviour by individual students in the group process. For this purpose, videos were coded using a deductive category system in accordance with structuring qualitative content analysis, which was enriched inductively. As a result, the metacognitive strategies initiated by individual students were classified according to two criteria: the time of occurrence (during or between modelling phases) and if they relate to the content of task processing and to the behaviour of group members. Furthermore, seven aims were identified, three of which were related to different areas of metacognitive strategies, and four of which arose from the level of collaborative and socioemotional engagement in the groups. Additionally, the latter could be linked to the extent to which the groups worked together cooperatively or collaboratively and to the extent to which the individual members were included and valued in the work process.

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.

Uncovering language learning strategies of digital native EFL students in a Turkish EFL context

The pervasive influence of technology crosses borders, reshaping personal, professional, and social realms globally, with education notably transformed in schools and communities. This study aims to uncover language learning strategies among digital natives in the Turkish EFL context through a quantitative research design. The study revealed that gender differences arose in the utilisation of affective strategies, with females exhibiting significantly higher scores. Conversely, the use of metacognitive strategies was observed to be a consistently preferred approach among both genders. Proficiency levels affected compensatory strategy use, highlighting the impact of educational context. Digital strategies reflected a strong tendency towards gratification and rewards, with gender differences evident in multitasking. Using technology correlated positively with memory, cognitive, metacognitive, and social strategies. Multitasking correlated significantly with cognitive strategies, while graphic communication and gratification and rewards showed various relationships with memory, compensatory, affective, and social strategies. The findings suggest implications for English teachers, policymakers, and authorities. The policymakers should take students’ needs and characteristics into consideration in forming technology-related educational policies. Besides, teachers should provide their students with new experiences utilizing digital tools to learn English. Accordingly, activities should be arranged appropriately based on such student characteristics rather than sticking to the conventional teaching methodologies. It is therefore recommended that EFL teachers receive professional training in order to enable them to cater effectively to digital native learners.

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.

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.

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.

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.

Investigating Metacognitive, Affective , and Social strategies on Students’ speaking Proficiency

This study aims to investigate the levels and impacts of indirect learning strategies—metacognitive, affective, and social—on students' speaking proficiency, based on Rebecca Oxford’s theory. The research employs a descriptive qualitative design, utilizing a combination of closed-ended questionnaires, semi-structured interviews, and documentation to gather data from 15 third-semester students. The Strategy Inventory for Language Learning (SILL) is used to assess the levels of strategy use, while interviews provide deeper insights into the strategies' impacts on speaking proficiency. To verify the accuracy of the data, the study also applies triangulation methods. The results reveal that the majority of students exhibit high levels of metacognitive, affective, and social strategy use, which positively correlate with improvements in speaking proficiency. Specifically, students who demonstrated high levels of strategy use showed enhanced pronunciation, grammar, vocabulary, confidence, and emotional regulation, leading to better speaking outcomes. In contrast, students with lower levels of strategy use faced challenges in speaking proficiency, particularly due to anxiety and low self-confidence.

The Implementation of TPACK-Based Metacognitive Listening Strategies in Improving Students' Critical Listening Skills

Not all students can effectively absorb and process the information they receive, highlighting the need for metacognitive listening strategies and appropriate technology to enhance their critical listening skills. Hence, this study aimed to investigate the implementation of TPACK-based metacognitive listening strategies in improving students' critical listening skills. This quantitative descriptive study utilized observation, questionnaires, and tests for data collection. The study sample comprised 88 first-semester students from the Indonesian Language Education Study Program at the University of Bengkulu. Regression test results demonstrated a positive correlation between the implementation of TPACK-based metacognitive listening strategies and students' critical listening skills, indicated by an x coefficient of 0.86 and an R2 value of 0.228 (22.80%). While TPACK implementation was primarily at the levels of knowledge and concepts, listening tests were focused on recognizing and accepting. Conversely, critical listening practice was carried out at the adapting, exploring, and advancing levels, making technology usage easier for students (96.2%). Therefore, the higher the use of TPACK-based metacognitive listening strategies by students, the more their critical listening skills improve.

Unraveling the interplay between social-emotional need satisfaction and self-regulated learning: Longitudinal evidence from university students in China’s EMI programs

The study examined the relationship between social-emotional need satisfaction and self-regulated learning (SRL) of English-medium instruction (EMI) university students in China. Guided by self-determination theory and a social cognitive understanding of self-regulation, the study conceptualized basic needs for autonomy, competence, and relatedness as socially constructed to interact with self-regulated strategic behavior. The study is situated in an EMI higher education context, where students’ needs for social interactions are more likely to suffer from an expectation to use English, a second language (L2) that students have limited proficiency in, for academic communications and interactions. A longitudinal mixed-methods design was adopted, collecting questionnaire data from 392 participants twice during an academic semester followed by semi-structured interviews with a sub-cohort of 13 students. Results from a cross-lagged panel modeling analysis revealed a bi-directional, reciprocal relationship between social-emotional need satisfaction and SRL strategy use. Thematic analysis of the interview data further illustrated that the satisfaction of specific types of need such as autonomy facilitated metacognitive and social regulation strategy use. In turn, social regulation, among all SRL strategy types, most heavily affected the satisfaction of various types of social-emotional needs. Implications are offered to EMI policymaking and teaching to create a social-emotionally supportive environment for cultivating self-regulated L2 learners.

Strategic Talk in TTT and Students’ Self-reported Strategy Use: A Moroccan EFL Classroom

The present study aimed to examine ‘strategic talk’ in teachers’ talking time (TTT) and students’ strategic awareness. This was carried out in a model classroom involving a group of 25 Moroccan EFL baccalaureate students from Lalla Aicha high school, Rabat. Oxford (1990) Strategy Inventory of Language Learning (SILL) was used to assess students’ level of strategic awareness, and two teacher observations were carried out for the qualitative side of the paper. The mixing of methods was encouraged by the objective of exploring variations in the type of LLS students report to use, whether there were any instances in teacher talking time (TTT) that matched the reported choice of students, and/or seemed to motivate it. Accordingly, the findings revealed metacognitive strategies as the most reported LLS utilized by students, and cognitive strategies being the least. The qualitative observation demonstrated this pattern in how the TTT mainly consisted of the teacher managing and directing students’ cognition, and wherein little room was given to any kind of form of reflective thinking other than answering subject related questions. Nevertheless, students who reported high level of use of both cognitive and metacognitive strategies, together, showcased a high score for the remaining categories as well. This implies that cognitive endeavors are the vehicle of metacognition, and together they can lead to positive and educated actions in learning.

The effect of a practice checklist on performance achievement, practice time, focal practice areas, and practice strategies of collegiate non-music majors enrolled in a beginning “Danso,” Korean traditional wind instrument class

This study investigated the effects of a practice checklist on performance achievement, practice time, focal practice areas—the key musical elements students focused on during practice—and practice strategies among non-music major South Korean college students learning the Danso, a traditional Korean wind instrument. Ninety-six students participated, with 46 in the experimental group using a practice checklist and 50 in the control group without the checklist. All participants attended a 50-min weekly class for 7 weeks. At the end of the 7-week period, both groups were surveyed to measure their average weekly practice time and focal practice areas. Performance achievement was assessed through a test focusing on key musical elements, and practice strategies were evaluated using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ). The results revealed that using a practice checklist significantly improved performance in specific areas such as rhythm, tempo, and breathing but did not increase overall practice time. The checklist also helped students maintain a balanced focus on key musical elements, preventing an overemphasis on sound production. However, the checklist did not significantly promote the use of metacognitive strategies, indicating a need for additional instructional support.

The Effectiveness of the Flipped Learning Model in Improving Second/Foreign Language Metacognitive Listening Awareness and Strategy Use

ABSTRACTThis study investigated the effectiveness of the flipped learning model, compared with the nonflipped learning model, in improving second/foreign language metacognitive listening awareness and perceived strategy use. For this purpose, 40 young adult learners studying English as a foreign language in two intact classes were selected. They were assigned into flipped and nonflipped groups, which received flipped and nonflipped instruction, respectively. A mixed‐methods embedded design was adopted. Data were gathered by employing the Metacognitive Awareness Listening Questionnaire and diaries. Analysis of covariance and thematic analysis revealed that the flipped model significantly fostered the learners' metacognitive awareness and strategy use in listening. Although the strategies related to planning and evaluation, person knowledge, directed attention, mental translation and problem solving were used in both groups, the flipped group demonstrated a greater tendency to use the metacognitive strategies requiring high‐order processes. Flipped learning can drive L2 students to become metacognitively strategic listeners.

The Effects of Metacognitive Reading Strategy Instruction on Thai EFL Engineering Students: Metacognitive Strategy Use and Students’ Attitudes

Metacognition is pivotal in reading comprehension. Therefore, Metacognitive Reading Strategy Instruction (MRSI) is crucial for improving reading comprehension, particularly in English as a Foreign Language (EFL) contexts. The study explores the role of MRSI in enhancing reading comprehension, specifically for 145 engineering students, who were divided into the experimental group (n=82) and control group (n=63). The experimental group was instructed in metacognitive reading strategies, whereas the control group was taught textbook-based instruction. Over 13 weeks, two groups of Thai engineering students were given pre and post-tests on reading comprehension and an attitude questionnaire. Both descriptive and inferential statistics were conducted to analyze the data. The analysis revealed that the experimental group that received MRSI outperformed the control group on the reading comprehension test. The findings showed that the experimental and control groups improved their post-test scores compared to pre-test scores. The experimental group increased from a mean score of 35.30% to 50.04%, while the control group improved from 35.58% to 43.28%. The participants also expressed positive attitudes towards planning (84.32%), monitoring (90.24%), and evaluating (82.95%) strategies, showing a strong emphasis on metacognitive engagement in enhancing reading comprehension. In addition, the data from an attitude questionnaire reflected a positive impact of MRSI on students’ attitudes, with high agreement on the effectiveness of planning, monitoring, and evaluating strategies. The study concludes that integrating MRSI into ESP classes can effectively enhance reading comprehension and provide pedagogical recommendations for its implementation.

Research of the Effect of Proficiency in the Use of Metacognitive Strategies on College Students' English Writing Achievement

This study takes 108 college students majoring in English in a university as the research object, and adopts questionnaire survey method and statistical analysis method to study the relationship between metacognitive strategies and English performance. Oxford (1992) classifies metacognitive strategies into attentional, planning and evaluative strategies, so this paper will analyze the influence on English performance from these three dimensions, and draws the conclusions that:(1) the metacognitive strategy use proficiency is at a high level, where the three dimensions are between high and medium levels; (2) metacognitive strategies have a positive correlation effect on English writing performance.

The more structured, the better? Learning effects of online scaffolds with different structures for student question generation

Research generally substantiates the positive effects of student question generation (SQG) on students’ cognitive and affective development. Nonetheless, challenges affecting its adoption in classrooms have been reported (e.g. perceived difficulty and elevated concerns over performance at the task). To alleviate such hurdles, researchers have proposed scaffolding of various types to support SQG. Scaffolding types are different in terms of structures, which affect learners’ locus of attention, mental processing, and learning. Given that studies investigated their effects are limited, this study examined the impact of two well-adopted scaffolding types for SQG—what-if-not (i.e. the structured type) and the main idea (i.e. the semi-structured type) on academic achievement, learning strategy use, and attitudes toward the study subject. This study adopted a nonequivalent quasi-experimental research method. Students from two sixth-grade classes (n = 56) participated for five weeks. An online system afforded with customizability to support the two scaffolding types for weekly SQG science learning activities was adopted. Although the results showed that both groups had comparable academic achievement, the participants in the what-if-not scaffolding group significantly outperformed those in the main idea scaffolding group in the use of cognitive and metacognitive strategies and attitudes toward science. Content analyses of student-generated questions further revealed that the what-if-not group generated significantly more proportions of questions containing interlinks among related key concepts both within the current study topic and to prior topics than the main idea group.

Uncovering the nonlinear relationship between metacognitive strategy use and L2 achievement from the lens of the Island Ridge Curve: more is not always better

Metacognitive strategies are essential to second/foreign language (L2) acquisition. However, the individualized use of metacognitive strategies and their relation to L2 learning has been understudied. Guided by the theory of the Island Ridge Curve (IRC), the current study used latent profile analysis (LPA) to explore university students’ unique patterns of metacognitive strategy use during L2 (English) acquisition. A total of 1180 undergraduates (freshmen and sophomores) participated in this study. Results of LPA revealed four profiles of strategy use: low, medium, high, and extremely high strategy profiles. Multinomial regression analysis indicated no significant effect of gender on the four strategy profiles but a significant negative effect of grade level on the extremely high strategy profile, meaning second-year students are less likely to overuse metacognitive strategies than first-year students. An analysis of variance showed that students’ English achievement increased steadily from the low to the extremely high profile. However, a post hoc analysis indicated that the change in English achievement from the high to the extremely high strategy profile was non-significant. This nonlinear relationship provides further evidence reinforcing the fluid relationship between metacognitive strategies and English achievement. More importantly, this study validates the IRC theory in the context of L2 acquisition.

Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups

This study of the use of metacognitive strategies during learning interaction in collaborative groups is considered referential for understanding the development of such strategies. The use of metacognitive strategies is related to better learning outcomes. We monitored the interaction in five collaborative groups at three points in time (initial, intermediate and final). These groups consisted of undergraduate health science (n = 9) and biomedical engineering students (n = 10). The aims were the following: (1) To check whether there were significant differences in the use of metacognitive strategies between the groups of students monitored depending on the type of degree or the point in time measurement. (2) To test whether there were significant differences in students’ learning outcomes depending on whether or not they had participated in the interaction monitoring during collaborative interaction. (3) To test clustering without a pre-assignment variable against learning outcomes in collaborative groups. Significant differences were detected in the use of some of the metacognitive strategies of orientation, planning and elaboration in favor of the collaborative groups of the biomedical engineering students. Also, students who participated in monitoring collaborative groups in both clusters obtained better learning outcomes. Lastly, the assignment groups were exactly related to the collaboration groups with respect to the use of metacognitive strategies in the final measurement.

Metacognitive reading strategies: gender, locality, and age differences among secondary school students

This study ascertained the influence of gender, locality and age on metacognitive reading strategies of secondary school students. The sample size consists of 440 students randomly selected from 23 secondary schools. An adopted questionnaire tagged “metacognitive reading strategies questionnaire,” was used as the data gathering instrument, with a logical validity of 0.88 and Cronbach alpha of 0.73 as internal consistency. The data collected were analysed statistically using descriptive statistics and t-tests. Data analysis revealed that females' reading strategies outnumber males'; females' global strategies ranked highest, while females' problem-solving strategies ranked lowest; and students in urban secondary schools tended to utilise metacognitive reading strategies more frequently than their rural counterparts. This study also shows that students with higher age brackets make more use of metacognitive reading strategies than lower-age students. Therefore, it is recommended that educators should be prepared to educate students how to effectively utilise various components of metacognitive reading strategies.

Mastery goal, task value, and self-efficacy as joint predictors of self-regulation in EFL learning: A conditional process modeling

This study attempted to examine the patterns of factors and their interplay involved in EFL learning through the lens of self-regulated learning. 285 grade-one senior high students from three Chinese middle schools completed a questionnaire which was designed to assess motivation (mastery goal, task value, and self-efficacy) and self-regulated learning (cognitive and meta-cognitive strategy use) in classroom context. The results of conditional process modeling of the data show that mastery goal is a positive predictor of task value and self-regulated learning effort, and that task value positively mediated the relationship between mastery goal and self-regulation. In addition, the current study provides evidence that is partially against the general assumption showing that self-efficacy belief exerts a negative moderator effect on the mastery goal, task value, and self-regulated learning relationship. The findings have implications for second language teaching and learning. It is suggested that due care be exercised in designing and selecting EFL learning tasks and materials so as for students to judge them as with high value in terms of interest, importance, and usefulness; educators should treat the issue of self-efficacy with subtlety so as to reduce the possible debilitating effects on learners.