Metacognitive Learning Strategies Research Articles

The Impacts of an Academic Intervention Based in Metacognition on Academic Performance

Providing reflective opportunities for students to independently develop their metacognition and expand their abilities to make judgments about themselves as learners, including which learning strategies are personally most effective for any given task, have been shown to improve academic performance. We designed a metacognition-based intervention that was structured to provide four weeks of reflective opportunities for students following a metacognitive learning strategies workshop. Qualitative analysis of student responses from the first week’s survey found evidence of metacognitive skill development and self-reported improvements in learning, including an improvement in confidence and preparedness for classes and exams, and better understanding and retention of course content. Our results suggest that students who described an increase in their confidence during the first week were two times more likely to complete the intervention. This completion was correlated with a higher semester GPA, regardless of student identity, prior academic performance, and strategy choice or outcome description during the first week.

UNRAVELING THE USE OF COGNITIVE AND METACOGNITIVE LEARNING STRATEGIES AMONG MOROCCAN EFL FIRST-SEMESTER UNIVERSITY LEARNERS

This study, drawing on the theory of metacognition as a lively research area in the field of educational psychology, is intended to explore the cognitive and metacognitive learning strategies (CMLSs) tapped by the English department first-semester university students in their learning practices. It is an attempt to evaluate the extent to which EFL learners resort to these ‘high-level’ heuristics for executing a diversity of learning-related tasks. To achieve this stated objective, this exploratory study targeted 63 Moroccan English department students. The data were gathered through the use of a ‘self-report questionnaire’ that addressed the learners’ recourse to (meta) cognitive learning strategies (CMLSs) along the continuum of their academic studies at the first-semester level. The outcomes reached manifestly exhibit that heavy reliance on cognitive strategies (CSs) and reduced dependency on metacognitive strategies (MSs) prototypically characterized the learners’ adopted processing modes in tackling differing learning tasks relatable to studying English as a foreign language (EFL). Hence, some actionable recommendations as well as a few limitations encountered in conducting this study are explicitly put forward.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0757/a.php" alt="Hit counter" /></p>

METACOGNITIVE STRATEGIES IN MEDIATING EFL ADULT LEARNERS’ SELF-REGULATED LANGUAGE LEARNING: A SYSTEMATIC REVIEW

Although many studies focus on enhancing resource assistance and the advancement of adult learners' knowledge and abilities, there is a paucity of studies on the theoretical views that define strategies for assisting adults in learning independently. To fill this gap, this study draws on previous research to elaborate on why metacognitive strategies are suitable for adults’ self-regulated learning (SRL), and how metacognitive strategies promote SRL. As this study employed a systematic review, a rigorous search scheme was implemented across multiple databases, resulting in the selection of relevant studies based on predetermined inclusion and exclusion criteria. The selected articles were assessed for quality, and data extraction was performed to identify key characteristics of the studies. The synthesis of the existing literature underscores the suitability of metacognitive strategies in EFL adult learners' self-regulated learning. The findings reveal that incorporating metacognitive strategies helps cultivate SRL in EFL adult learners, owing to their cognitive maturity, pre-existing knowledge, and life experiences. In addition, the metacognitive strategy helps EFL adult learners enhance their awareness of cognitive processes, regulate learning behaviours, and optimize language learning outcomes. Regarding the role, metacognitive strategy is one of the key components of SRL. Some practical recommendations are made to support teachers in facilitating adults’ self-regulated language learning.

Examining the Relationship Between Metacognitive Learning Strategies and Positive-Negative Life Experiences in Adolescents in Terms of Cognitive and Emotion Regulation Mediator Variables

The aim of this study was to examine the relationship between metacognitive learning strategies, positive– negative life experiences, and cognitive emotional regulation in adolescents. In addition, adolescents’ metacognitive learning strategies, positive– negative life experiences, and cognitive emotional regulation variables were examined by addressing demographic variablessuch as gender, grade level, family income level, and family attitudes. The sample of the study was 623 students in Ereğli district of Konya. Because of the research, there is a significant difference between adolescents’ positive and negative life experiences and gender. There was no significant difference between adolescents’ positive and negative life experiences and grade level. There is a significant difference between adolescents’ positive and negative life experiences and parental attitude variables. There was no significant difference between adolescents’ positive and negative life experiences and income level variables.

ENHANCING EFL STUDENTS’ RECOUNT TEXTS BY EMPLOYING METACOGNITIVE LEARNING STRATEGIES (MLS)

Although writing in English is challenging for non-native students, metacognitive learning strategies could be the solution. Therefore, this paper aims to examine and describe if students' metacognitive learning strategies and writing abilities are positively and significantly correlated during the second semester at Nommensen University in Pematangiantar, Indonesia. The text was analyzed using a correlation study with 25 writing II students. In this study, two different kinds of variables were used. The first is the independent variable—the students' metacognitive learning strategies—and the second is the dependent variable—their writing skills. Pearson's simple product-moment correlation was employed to evaluate the collected data. A questionnaire modified from the theory of metacognitive learning strategies was used to assess the students’ metacognitive learning strategies. A written test using recount texts assesses students' English writing ability. The researchers conducted interviews to see how students who used metacognitive learning strategies responded to writing and interviewed English teachers to confirm the findings. The result showed a significant correlation between the students' metacognitive learning strategies and the students' writing skills (r = 0.590 r table = 0.505). Therefore, the teacher and students need to consider metacognitive learning strategies in the learning process to develop their writing skills.

대학생의 자기주도학습준비도, 초인지 학습전략, 창의적 성취의도가 학습리더역량에 미치는 영향

The purpose of this study was to examine the effects of self-directed learning readiness, meta-cognitive learning strategy, and creative achievement intention on the learning leader competency of Korean university students. It also investigated differences in these variables by gender, major, and grade. The study samples were 757 students from University A in Seoul who were taking liberal arts courses. Data were collected using scales on self-directed learning readiness, meta-cognitive learning strategy, creative achievement intention, and learning leader competency. The data collected was analyzed using two independent samples t-test, one-way analysis of variance, and multiple regression analysis. The findings are as follows: First, there were significant relationships between self-directed learning readiness, meta-cognitive learning strategy, creative achievement intention, and learning leader competency. Second, self-directed learning readiness, meta-cognitive learning strategy, and creative achievement intention had significant effects on learning leader competency. Finally, there were differences in self-directed learning readiness, meta-cognitive learning strategy, creative achievement intention, and learning leader competency based on gender, major, and grade.

The Effect of Learning Strategies According to O’Malley and Chamot On The Learning Outcomes of Arabic Students

Arabic is often considered difficult by most students therefore an appropiate strategy is needed so that students do not find it difficult. In this case, the student learning strategy is one of components that must be considered carrefully by the teacher in improving student’s Arabic learning outcomes. Student learning strategies according to O’Malley and Chamot are divided in to 3 categories, namely metacognitive, cognitive, and affective social. The purpose of this research is to find out what strategies are used by student in learning, and the influence the student learning strategies on student learning outcomes of MAN 5 Kediri. This study used a quantitative method with an ex-post facto design. The population of this study was 230 students. While the number of samples is this  study were 58 students. Sampling was determined by means of Random Sampling. The results of this study reveated that the learning strategies that were mostly used by students were cognitive strategies with an average score of 57,28. While student learning outcomes belong to the medium category. The effect of metacognitive learning strategies on learning outcomes was 4,8%, the effect of cognitive learning strategies on learning outcomes was 8,3%, and the effect of affective social learning strategies on learning outcomes was 7.1%.

How does self-efficacy, learner personality, and learner anxiety affect critical thinking of students.

The goal of critical thinking for students is to help them learn how to think critically and systematically so they can solve problems and make informed decisions. It aids students in developing their capacity for independent thought, allowing them to generate their own conclusions and base those decisions on facts and evidence. Therefore, one of the key goals of this study was to explore the factors affecting critical thinking of English as foreign language (EFL) learners. This article used social cognitive theory (SCT) to investigate how personal and cognitive factors affect EFL learners' critical thinking. Data from 305 Chinese EFL learners were collected online, and structural equation modeling (SEM) was used to evaluate the data. The results showed that metacognitive learning strategies (MLS) were positively related to critical thinking and that self-efficacy, self-oriented learning perfectionism, and learner anxiety were significantly related to MLS. Moreover, MLS mediated the link between self-efficacy, self-oriented learning perfectionism, learner anxiety, and critical thinking. The findings further indicated that learner proactivity moderated the association between MLS and critical thinking. By applying social cognitive theory to examine the variables influencing EFL learners' critical thinking, this study adds uniqueness. It does this by emphasizing the moderating influence of learner proactivity and the mediating function of metacognitive learning strategies. The findings of the research have significant ramifications for educators since they emphasize how vital it is to support metacognitive strategies for learning in order to improve EFL learners' critical thinking abilities. Additionally, to create an atmosphere that is favorable for the development of critical thinking skills in EFL education, policymakers should think about implementing support systems and interventions that focus on learner anxiety, learner proactivity, and self-efficacy.

What affects second language vocabulary learning? Evidence from multivariate analysis

IntroductionVocabulary acquisition is crucial in second language (L2) learning and can be affected by multi-variables. The fact that all these variables have typically been investigated separately (or, at best, in pairs) potentially obscures important interactions between them. This study comprehensively examines the intricate factors affecting vocabulary knowledge among Chinese learners studying English as a foreign language (EFL).MethodsWe conducted an investigation involving 200 Chinese EFL learners to identify the relationships between L2 proficiency, vocabulary learning strategies, age of acquisition (AoA), classroom exposure, and their relationships and predictive power on L2 vocabulary breadth and vocabulary depth.ResultsL2 proficiency emerged as the most robust predictor of vocabulary knowledge, closely trailed by vocabulary learning strategies, AoA, and classroom exposure. Notably, the use of metacognitive learning strategies such as self-regulated and self-aware learning, was found to be significant. Earlier L2 exposure resulted in a more sufficient vocabulary knowledge. However, the conventional belief that longer classroom sessions lead to enhanced vocabulary knowledge was challenged.DiscussionOur findings suggest the interconnectedness between L2 proficiency and L2 vocabulary knowledge. The investigation highlights the need for increased cognitive involvement and self-discipline in L2 vocabulary learning. This study also emphasizes the necessity to maximize the efficacy of classroom sessions, together with the benefits for an earlier age of L2 acquisition. Guidance for L2 researchers and instructors in second language vocabulary acquisition is offered.

EFL STUDENTS’ METACOGNITIVE LEARNING STRATEGIES IN ESSAY WRITING

This study focused on the metacognitive learning strategies of EFL students related to their activities in writing an essay. This study aimed to know to what extent EFL students used metacognitive learning strategies and how they used them in writing essays. The data were collected using questionnaires and interviews. Fifty students from English Education Department filled in the questionnaire and nine students were taken to participate in the interview. All of the participants had taken Essay Writing from the previous semester. After analysing the questionnaires, the findings indicated that in using metacognitive learning strategies most students used planning (4.08), monitoring (4.06), and evaluating (4.14) in writing their essays. Thus, it can be categorized into good criteria. From the interview, it revealed that most students used planning activities such as doing reading preparation after deciding the topic, generating ideas, and making an outline to organize their ideas. In monitoring, it was found that the students commonly monitored the development of their ideas during writing and checking their writing regarding to the content, organization, and language used during the process of their writing. For evaluating, the students used self-evaluation, peer review, and feedback from the lecturer to evaluate their essays. Finally, the study revealed that the students commonly implemented metacognitive learning strategies in their essay writing.

Exploring the interplay between Mindset, Well-being, and Academic Achievement: Mediating role of Metacognitive Learning

The present survey study explores the mediating role of metacognitive learning in the relationship of growth mindset, subjective well-being, and academic achievement. The sample consists of 407 male and female students of the undergraduate degree program at a private university in Pakistan. The data collection tools were the Growth Mindset Scale (Dweck, 1999, 2006), the subscale of Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich & Groot, 1990), the BBC subjective well-being scale (Pontin et al. 2013), and the Academic Performance Questionnaire (Birchmeier et al. 2015). The AMOS statistical analysis suggested that metacognitive learning strategies mediate the relationship of a growth mindset and subjective well-being with academic achievement. Furthermore, the result has suggested a direct relationship between Growth mindset and academic achievement, also there is a positive relationship between Growth mindset and Subjective Well-being. Overall, this study reinforces the idea that having a growth mindset has a positive impact on one's overall sense of well-being.  The present study highlighted the importance of metacognitive strategies in enhancing academic performance thus making it necessary to create an environment in academia where students can embrace a growth mindset which will ultimately increase their well-being and emotional health.  

"A Training Program in Learning Metacognitive Strategies in English to Improve Reading Comprehension for Low-achievers in Preparatory Schools".

"A Training Program in Learning Metacognitive Strategies in English to Improve Reading Comprehension for Low-achievers in Preparatory Schools".

The system of exercises and tasks for the formation of intercultural foreign language communicative competence of prospective teachers of the german language

Exercises and tasks serve as learning tools for modeling a foreign language environment, a motive for communication, and a tool for improving cognitive-communicative and metacognitive learning strategies. The article deals with the methodical features of compiling a system of exercises and tasks for mastering the German language in the context of intercultural communication. The article considers a system of exercises and tasks for the formation of intercultural foreign language communicative competence of future teachers during self-study work. An analysis of the specialized literature was carried out, which became the basis for the theoretical justification of the developing and use of exercises and tasks for the formation of a cultural secondary language personality. The generalized system covers all types of speech activities and contains communicative, semi-communicative and non-communicative exercises of a receptive, reproductive and productive nature, with the aim of forming and developing language and speech foreign language skills and abilities, which are based on the intercultural aspect. The author gives a number of examples of exercises according to the determined levels of mastering German-language material, namely receptive, reproductive-productive and creative. The criteria for developing exercises have been specified: focus on receiving or issuing information; communicativeness; motivation; level of action management; presence/absence of a game component; presence/absence of visual and illustrative supports; method of performing the exercise; cultural and emotional orientation of exercises. The system of exercises consists of subsystems, the goals of which are aimed at mastering the German language skills and abilities in listening, speaking, reading and writing. The specifics of using the acquired information for oral and written communication were studied. The article describes in detail the course of foreign language activities to ensure the consistent use of foreign language information for the purpose of acquiring cultural, linguistic, sociocultural knowledge and developing skills and abilities of intercultural communication. Special attention is given to the intercultural aspect of the content, the manifestation of which is the language and speech material, the communicative behavior of interlocutors during the intercultural communication. Interactive, innovative technologies and teaching methods are proposed for the effective application of exercises in order to optimize the educational process of future teachers during independent work.

Untangling the relationship between English as a foreign language learners’ metacognitive experiences and writing proficiency: A mixed-methods approach

Despite abundant research on the role of metacognitive knowledge and metacognitive strategies in learning to write in English as a foreign language (EFL), the role of metacognitive experiences, a subcategory of metacognition, warrants more attention. To bridge this gap, this study used a mixed-methods approach to investigate the relationship between EFL learners’ metacognitive experiences in learning to write and their writing proficiency. Four hundred and forty-nine second-year undergraduates were invited to complete a self-report questionnaire and a writing task. From these participants, 10 students were invited to complete follow-up interviews. Quantitative and qualitative findings showed that students at different writing proficiency levels differed in the richness of their metacognitive experiences in writing. The quantitative results also revealed that EFL learners’ metacognitive experiences made a predictive contribution to their overall writing quality. In addition, the qualitative data were analyzed to examine the contributing factors affecting the richness of EFL learners’ metacognitive experiences in writing. Some important theoretical and pedagogical implications are discussed.

Exploring multiple intelligences and language learning strategies among science and technology students in a Malaysian university

Abstract Student profiling and learning strategies have gained the interest of many researchers. In language learning in particular, understanding students’ learning strategies as well as their multiple intelligence profiles is significant because it allows the teachers to develop and design lessons and materials that are customised to their diverse learning needs. Hence, this study investigates the Multiple Intelligences (MI) and Language Learning Strategy (LLS) profiles of students from various science and technology faculties of Universiti Teknologi MARA (UiTM) Terengganu, with a focus on gender differences. The study’s objectives were to determine the dominant students’ MI profiles, their preferred LLS, and gender variations in these variables. Two instruments were adopted in this study, namely McKenzie’s Multiple Intelligences Inventory and the Strategy Inventory for Language Learning (SILL). The findings indicated that the students mostly acquire introspective intelligence, and the majority of male respondents use metacognitive learning strategies. However, the findings revealed a significant positive relationship between MI and LLS. Based on these findings, the study emphasises the importance of incorporating MI and LLS in language teaching and learning and provides recommendations for language teachers to create lesson plans and teaching materials that suit the students’ needs.

Listening Learning Strategy Used by Arabic Education Students

This study aims to reveal the learning strategies that are reported more often used by Arabic language education students in studying maharah istima' and to elaborate on the practices to provide a comprehensive overview of how to learn istima'. This study is a mixed method with a sequential explanatory design, where the researcher takes quantitative data first, then explores it in more depth through qualitative data. The quantitative data taken through a questionnaire, adapted from O'Malley and Chamot, and Vandergrift's taxonomy of learning strategies, reported that cognitive learning strategies are used by 50.3%, metacognitive learning strategies are used by 39.1%, while socio-affective learning strategies are used by 44.5%. The qualitative data collected by follow-up interviews reported that the cognitive strategies used by students included inferencing, elaboration, imagery, translation, summarization, note-taking, and substitution. Inferencing, elaboration, imagery, and translation strategies are reported to be the most used, compared to summarization, note-taking, and substitution. Metacognitive strategies are reported to be used entirely, namely planning, monitoring, evaluation, and problem identification. Meanwhile, the socio-affective strategy was reported to be the least used of the three learning strategies and only used lowering anxiety, taking emotional temperature, and questioning for clarification.

Effects of Cognitive and Metacognitive Prompts on Learning Performance in Digital Learning Environments

Self-regulated learning (SRL) requires learners’ active participation, i.e., they need to activate cognitive and metacognitive learning strategies. These strategies can be activated and supported by using cognitive and metacognitive prompts. Extensive research concerning the effects of prompts on SRL is necessary to determine connections between these two concepts. Our study investigates the effects of cognitive and metacognitive activities—i.e., prompts—on learning performance during SRL. Therefore, we developed three types of learning environments that use different types of prompts—cognitive or metacognitive prompts—or no prompts. Moreover, we also used a questionnaire to examine prior knowledge and post-knowledge. Pre- and post-tests show that self-confidence in prior knowledge has a significant effect on self-confidence in post-knowledge, cognitive prompts reduce extrinsic motivation, and knowing how to use cognitive learning strategies enables using cognitive prompts more effectively. These results are partially in line with existing research findings on the effects of prompts in SRL.

Implementing the Bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies.

Since the fourth industrial revolution, intelligent software and applications that attempt to mimic human behavior have become increasingly common. The chatbot is an example of an artificial intelligence-based computer program that simulates human behavior by having a conversation and interacting with users using natural language. The implementation of chatbot technology in the educational context is still in its nascent stage, and further investigation into measuring its effectiveness in supporting learning and teaching processes is required, particularly in the context of higher education. Thus, this study presents the design and implementation of a task-oriented chatbot, that is embedded into the WhatsApp application, called Bashayer. It aims at supporting postgraduate students' motivation and learning strategies in Saudi Arabia. A quasi-experimental design with a single-subject experimental approach was adopted with a sample of 60 Saudi postgraduate students. The descriptive analysis of the collected data showed promising results of postgraduate students utilized the Bashayer chatbot system. Participants in the experimental group that used Bashayer were more motivated to learn than those in the control group. Participants also practiced more cognitive and metacognitive learning strategies while utilizing the chatbot compared to the control group. The results of this study are encouraging for the development of chatbot systems similar to Bashayer to support postgraduate students' successful learning. These results contribute to bridging the research gap and adding to the literature on chatbots use in postgraduate educational contexts.

The Effect of Cognitive and Metacognitive Learning Strategies in Maharah Qiraah based on Oxford's Strategy Inventory for Language on Students’ Learning Outcomes

This study aimed to reveal the use of cognitive and metacognitive strategies by university students in maharah qiraah and to compare such strategies with the success of their learning. Hence, The results can describe the differences in learning outcomes among students using cognitive and metacognitive strategies. This study also sought to get an overview of the cognitive and metacognitive practices in maharah qiraah. As time went by, such practices of learning strategies certainly got some modifications and needed to be reviewed. This research was descriptive-quantitative. The instruments used were 1) a questionnaire adapted from Oxford’s Strategy Inventory for Language Learning; and 2) follow-up interviews to explore the cognitive and metacognitive practices. Conclusion to be drawn was that 62.9% of the students used metacognitive strategies; 17.74% of the students used cognitive strategies; and 19.36% of the students used both cognitive and metacognitive strategies. The questionnaire data were continuously processed by reviewing students’ average scores in maharah qiraah. The students using metacognitive strategies obtained a score of 86.15, while those using cognitive strategies obtained a score of 87.73. Subsequently, thos using both strategies received a score of 85.58. It was concluded that there was no difference in learning outcomes between students who used cognitive, metacognitive, or both strategies. From interview findings, there were several variations in the use of cognitive and metacognitive learning strategies used by students. Cognitive strategies consisted of identifying words and marking them, speed reading to get an outline or main idea, translating, reading repeatedly, using dictionaries and several other sources, analyzing, and reasoning. In the meantime, metacognitive strategies were carried out consciously by focusing attention, organizing alongside planning learning processes, monitoring, and evaluating learning processes. This study has implications to provide an overview of the development of practical forms of cognitive and metacognitive learning strategies so such strategies can be adapted by other language learners.

Effects of start times on academic performance: Will metacognitive learning strategy or flipped classroom approaches help sleepy young university students?

Later class start times in high schools and middle schools has been found to be associated with various positive outcomes, from better academic performances to improved mental health. However, start times in the university context have received limited attention. Based on self-regulated learning theory, this study investigates the effect of class starting time on the academic performances of young students aging 18 to 22, as well as the strategies that can help them, in the business school of a university. We use ordinary least square (OLS) regressions to analyze data from two natural experiments and conduct a fixed-effects regression in our random controlled experiment with a flipped classroom strategy. Our results show that an earlier class start time of 8:00 a.m. negatively influences not only exam marks (of both midterm and final exams), but also self-confidence and subjective experience (i.e., level of enjoyment) during the lecture. Students with earlier class start times have a disadvantage in learning from instructors and their peers, as they find that it is more difficult to engage in interactions with them and to remain focused during the lecture. Besides, good metacognitive learning strategies can alleviate aforementioned negative impacts. Finally, we find that flipped classroom strategies can help students with early classes starting at 8:00 a.m., while a nap at noon can improve the performance of students who begin their classes at 9:00 a.m.