Metacognitive Awareness Of Strategies Research Articles

ROLE OF METACOGNITION IN EAP VOCABULARY DEVELOPMENT: CROSS-SECTIONAL STUDY

Metacognition is most broadly defined as higher order thinking process which presupposes active control over the cognitive processes engaged in learning. The teachers are not the only ones who should address the learning issues in the classroom, the learners should also be geared toward being aware of the thinking process as this will help them prepare in making conscious decisions about what they can do to improve their learning. Metacognition, the ability to think about one’s own thinking processes, plays a crucial role in empowering students to effectively retrieve and deploy strategies they have learned in specific contexts and apply them to other situations. When students engage in metacognitive practices, they gain a deeper understanding of how they learn, which enhances their overall learning experience and academic performance. The main objective of such attempts is to allow students to become more aware of their preferred learning strategies and to help them become more responsible for meeting their own objectives.The aim of the cross-sectional study is to investigate metacognitive strategy awareness in the context of EAP vocabulary development. Specifically, the research aims to assess the level of metacognitive strategy awareness among English learners. By employing a quantitative research approach and utilizing a questionnaire to survey 54 students of English Language and Literature at the Faculty of Philosophy in Kosovska Mitrovica, the study aims to provide an understanding of metacognitive strategy awareness in EAP vocabulary development at the tertiary level of education.

Metacognitive awareness on EFL students’ writing anxiety: An Indonesian higher education context

Various methods or techniques have been used by teachers in teaching writing. However, this skill is still perceived to be very anxious for EFL students in Indonesia. Therefore, this study tries to explore (1) the metacognitive awareness strategies used by students in the learning process; (2) identify the factors that affect students' writing anxiety; and (3) determine the impact of metacognitive awareness strategies on writing anxiety. There are thirty-four students participated in filling out the questionnaire. To analyse the data, a descriptive quantitative approach is applied. The research findings show that debugging strategies are the highest strategy used by students in the learning process, with a percentage of 89.22%, followed by planning strategies, with a percentage of 85.29%, and information management strategies, with a percentage of 79.41%. While cognitive anxiety is the highest factor affecting students’ writing anxiety, with a percentage of 57.98%. Somatic anxiety, with a percentage of 57.35%; and avoidance anxiety, with a percentage of 25%. In addition, to know the impact of metacognitive awareness strategy on students’ second language writing anxiety uses simple linear regression analysis. It is found that there is no significant impact of the metacognitive awareness strategies on students’ second language writing anxiety.

Exploring the relationship between metacognitive awareness and Chinese EFL learners' listening skills.

Listening causes great difficulties for EFL learners and little is known concerning the contribution of EFL learners' metacognitive awareness to their listening performance and to their mastery of listening subskill. In the present study, the Metacognitive Awareness Listening Questionnaire (MALQ) and an in-house listening test were used to collect data from 567 Chinese EFL college students. The G-DINA package in R was adopted to identify students' mastery patterns of listening subskills. The correlations of test takers' MALQ results and their listening scores and listening subskills mastery probability were analyzed, respectively, to investigate how test participants' metacognitive awareness relates to their language proficiency and listening subskills. According to the study, learners' metacognitive awareness has a significant positive relationship with their listening performance at overall and subskills levels. The findings of the study provide additional evidence for using the MALQ as an instrument to interpret learners' metacognitive awareness of listening strategies. It is thus recommended that theorists and language teachers involve metacognitive awareness of strategies in listening instructions.

Cognitive retroactive transfer of metacognitive reading strategies from English (L3) into French (L2) among trilingual learners

ABSTRACT This study explored the effect of metacognitive reading strategy intervention in English on helping Moroccan learners reversely transfer metacognitive reading strategies from English (L3) into French (L2). In particular, it investigated whether an improvement in metacognitive reading strategy in English (L3) would lead to an improvement in reading comprehension achievements in French (L2). 67 eleventh-grade students were purposively selected and randomly assigned to an experimental group (n = 35) and a control group (n = 32). All participants were administered the Metacognitive Reading Strategies Questionnaire (Abu-Rabia, S. (2019). The effect of degrees of bilingualism on metacognitive linguistic skills. International Journal of Bilingualism, 23(5), 1064–1086. https://doi.org/10.1177/1367006918781060) and a reading comprehension pre-test and post-test in English and French. Only the experimental group received training in metacognitive reading strategies (MCRS) in English. The difference between metacognitive strategy awareness levels and reading comprehension scores before and after the intervention was examined using one-way-MANOVA. Results indicated a significant improvement in the experimental group’s metacognitive strategy awareness and reading comprehension scores in both English and French. Based on these results, we suggest that learners of English as a foreign language should be explicitly trained in the use of MCRS, and a link between the different languages taught at school should be established. Thus, metacognitive reading strategies and skills acquired in one language can be positively transferred to another.

Building Academic Resilience in Literacy: Digital Reading Practices and Motivational and Cognitive Engagement

ABSTRACTIn this study, we used an academic resilience framework to explore how adolescents from low socioeconomic status (SES) backgrounds overcame adversity and achieved high levels of reading proficiency. Our main aim was to investigate whether digital reading practices and reading engagement (reading motivation and metacognitive strategies) could act as protective factors, individually and collectively, promoting academic resilience among students with low SES. We conducted a multi‐group structural equation model analysis with serial mediators to identify the characteristics of resilient students and their resilience pathways. We used a nationally representative sample of US adolescents from the Program for International Student Assessment (PISA) 2018 data. The results indicated that engaged readers—internally motivated and strategic—were resilient readers. Reading engagement was a source of resilience and helped them achieve high proficiency in reading as a consequence. Reading motivation and metacognitive strategies worked in tandem and sequentially to build resilient and strong readers and were also important mechanisms for linking digital reading practices to reading achievement. We thus highlight simultaneous motivational and strategic development in reading for low‐SES students. It is particularly critical to increase students' overall level of reading motivation and to strengthen its pathways to metacognitive strategies and reading achievement. This process would be enhanced further by incorporating digital reading practices into instruction for engaged reading. Digital reading was related to reading motivation, and then to better awareness of metacognitive strategies, which in turn was shown to be linked to increased reading achievement for all students.

Investigating metacognitive strategy awareness for multimodal listening

When we listen to human discourse, we do this in a context which may include the words themselves, tone of voice, stress on words, as well as gestures, visual context, facial expressions and interpersonal distance, which work to produce a multimodal message. The development of listening skills then implies focussing not only on audio input but also on all types of non-verbal input. This article describes a case study of a university listening paper where 12 predominantly English as a second language participants filled out a widely recognised pre and post Metacognitive Awareness Listening Questionnaire consisting of 21 questions. Seven additional questions were added to the questionnaires that related to multimodal aspects of listening. Four of the research participants were also involved in in-depth interviews. Findings indicate the following three main themes relating to student perceptions: that metacognitive listening strategies help their listening; that the teacher has an important role in teaching strategies and selecting listening material; and that overall, video material is more useful than audio material alone for the development of listening comprehension.

Metacognitive Strategies Awareness and Use and Reading Comprehension of Iranian EFL University Students: A Structural Equation Modeling Approach

Metacognitive Strategies Awareness and Use and Reading Comprehension of Iranian EFL University Students: A Structural Equation Modeling Approach

Teachers’ Viewpoint of Metacognitive Strategy Instruction in Listening during Remote Teaching in Oman: Challenges and Strategies

Research in second language learning has identified the absence of metacognition among learners as one of the major problems contributing to students’ inability to comprehend listening texts. Moreover, the shift to remote teaching due to COVID-19 has made it more crucial for teachers and learners to adapt to new modes of teaching and learning. This accentuates the need for effective listening strategy instruction. This study conducted at a university in Oman, is unique in two ways: first, it seeks out teachers’ perceptions of metacognitive strategy instruction in remote teaching; and second, the intervention in the form of explicit metacognitive strategy instruction is offered online. This paper presents the findings of the study, which focused on the following: teachers’ perception of students’ listening difficulties; teachers’ perceptions of metacognitive strategies and their explicit instruction; the role of metacognitive strategy awareness and instruction in improving student participation and skills in listening; challenges encountered in teaching listening during remote teaching; and overcoming challenges of teaching metacognitive strategies in remote teaching. This mixed-method study collected data through questionnaires and interviews with 10 faculty members and 75 students. The findings show that teachers face several challenges, such as time limitations, shortened semesters, unfamiliar coursebook contexts, and assessment practices. For strategy instruction, teachers utilized collaborative lesson planning and resources and virtual flipped classrooms, among others. We conclude that metacognitive strategy instruction can provide better scaffolding during listening instruction and recommends further exploration of students’ use of metacognitive strategies in other academic contexts.

Scaffolding design to increase reading comprehension for learners of English through online strategy training

This study explored the effects of reading strategy training delivered online through an experimental scaffolding tool in comparison to similar training delivered by a teacher, and a control condition. The instructional design of the tool followed scaffolding design guidelines, reciprocal teaching model, and principles of multimedia design. The training provided metacognitive reading strategy instruction to improve reading comprehension through multiple strategies using multiple texts. The participants were 87 college students studying English as a Foreign Language (EFL) at an English medium university in Turkey. At pretest, the control group had scored significantly higher in reading comprehension based on a standardized measure. Both of the experimental groups significantly improved their reading comprehension and metacognitive strategy awareness, while the control group’s reading and engagement scores decreased. The in-class experimental group also improved on the engagement scale. No significant difference was found between the experimental groups or compared to the control group in reading comprehension. The findings have implications regarding institutional policies for teaching reading in EFL and online reading strategy design at the tertiary level.

STUDENTS’ METACOGNITIVE STRATEGIES AWARENESS AND SPEAKING ABILITY: A CORRELATIONAL STUDY

The primary aim and the focus of this study were to investigate students’ metacoginitive strategies awareness and their relationship with speaking ability. The participants were 31 Indonesian junior college students who have taken speaking course. The study gained that students’ metacognitive strategies awareness was categorized on good awareness with 77.9 % of use. Following that, by means of correlational research design, this study also found that there is a positive correlation between the variables. In addition, the correlation was categorized in strong association.

A “Wake-Up Call” for EFL Students: Exploring the Metacognitive Learning Strategy in the Professional Listening Course

Compared to the cognitive strategies to solve students’ problems in English listening, studies on metacognitive strategies seem to be underexplored in Eastern Indonesian context. In order to contribute to this research gap, this study conducted an investigation on university students' awareness of metacognitive strategies. This mixed-method study used quantitative data from a questionnaire adopted from the Metacognitive Awareness Listening Questionnaire (MALQ). 178 English Education students (19-21 years old) at Pattimura University completed the questionnaire, and eight students were randomly selected to be interviewed to obtain qualitative data regarding their individual metacognitive strategies for planning, monitoring and evaluating their listening activities. The findings reveal more than 60% of the participants agree that they have a plan for their listening activities, can maintain focus during the activities, and evaluate how they performed. Qualitative data supported that the students do have a plan and monitor their learning process, as they can provide specific strategies of how they plan (e.g., taking notes, making sure that the room is suitable for listening tasks) and monitor (e.g., paying attention to keywords, using context to decipher audio’s meaning if they encounter unfamiliar words) their learning process. However, the students seem to be unable to explain or define precisely what metacognitive strategy is, indicating their lack of learning the self-reflection process. These results demonstrated a need for more explicit instruction of metacognitive strategies to improve the students’ learning process, which will be especially beneficial for the university's uniquely high-stakes course of Professional Listening.

Explaining Listening Comprehension among Turkish EFL Learners: The Contribution of General Language Proficiency, Vocabulary Knowledge and Metacognitive Awareness

The present study investigates the impact of individual differences in language knowledge, namely general L2 proficiency and L2 vocabulary knowledge, and metacognitive awareness of strategies used in the listening process. It seeks an answer to what proportion of the variance in intermediate-level adult Turkish EFL learners’ listening comprehension is explained by general L2 language proficiency, L2 vocabulary knowledge and metacognition. A total of 99 intermediate-level adult Turkish EFL learners, studying at Anadolu University School of Foreign Languages (AUSFL) participated in the present study. Data were gathered using Oxford Quick Placement test (OQPT), the New Vocabulary Levels Test (NVLT) (McLean & Kramer, 2015), a researcher designed Listening Comprehension Test (LCT) and Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh & Mareschal, 2006). Results reveal that vocabulary knowledge and some sub-components of the MALQ (Person Knowledge, Problem Solving and Directed Attention) play a significant role in L2 listening comprehension. The results are interpreted and discussed within the light of the previous research, and a number of pedagogical implications are suggested accordingly.

METACOGNITIVE STRATEGIES USED BY EFL UNDERGRADUATE STUDENTS IN READING ENGLISH TEXT

This study aims to investigate most of metacognitive strategies used by fifth semester students of English
 Education Study Program in academic year 2020/2021 and also investigate their metacognitive awareness.
 Eighty-nine students were participated in this study including 27 males and 62 females. The current study
 used quantitative approach with survey design in which the author used a questionnaire to evaluate students’
 responses. Survey of Reading Strategies (SORS) was used to investigate the reading strategies used by
 students while reading English texts. Furthermore, it also used to assess metacognitive reading awareness
 of students. The findings reveal that the participants’ overall use of metacognitive reading strategies
 (Global, Problem-solving, and Support reading strategies) was at a high to medium level. There are 12
 strategies used with high frequency while 18 strategies used with medium frequency and no strategy
 reported using low frequency. Among of these three metacognitive categories, problem solving appears to
 be the most strategies used by participants and followed by global reading and support reading. The present
 study also reveals that they are have high- to low-level awareness of metacognitive strategies. From the
 interview, also found that most students rely more on google translate.

STUDENTS’ METACOGNITIVE AWARENESS ON LISTENING : SURVEY ON ENGLISH DEPARTMENT STUDENTS

Metacognitive awareness is a cognitive evaluation of students' impressions of themselves during listening activities in the form of their comprehension, goals, and strategies to enhance listening abilities. The purpose of this study was to discover what metacognitive awareness strategies students frequently use in their listening performances. The subject in this study was the students of the 4th semester of English Department, Muhammadiyah University of Ponorogo, who took the Listening for authentic materials course. The study used quantitative correlational research design with the data collected from questionnaire which adopted and elaborated from Vandergrift et al. The respondent who filled out the questionnaire was 10 of the 15 existing students. The results showed that students’ metacognitive awareness in listening strategies were classified into: problem solving (4.67), directed attention (4.13), planning / evaluation (4.10), mental translation (4.03), and person knowledge (3.60). It indicated that most English Department students used problem solving as their listening strategy. It also showed that students frequently use their understanding about the context rather than translating word for word in their heads; comparing the impact of their listening efforts; sustaining concentration and remaining focused on listening. Keywords : Metacognitive Awareness, Listening Strategy, Metacognition, EFL

Enhancing Metacognitive Scaffolding and Comprehension Ability through Problem-Based Learning in an EFL Context

Successful reading necessitates the application of metacognitive reading strategies, which have been proven to be effective in enhancing comprehension in EFL contexts. This quasiexperimental study, thus, aimed to implement a problem-based learning method (PBL) in an EFL instructional setting to investigate its effect on EFL learners’ metacognitive reading strategies awareness and use and their comprehension ability. Two groups of students at the elementary level, one experimental (N = 40) and one control (N = 40) were selected. Their homogeneity in English proficiency was probed by Key English Test (KET). The experimental group received PBL and the control group followed the explicit lecture-based teaching method. The two groups completed pre- and posttest of metacognitive awareness of reading strategies inventory (MARSI) and reading comprehension. The findings based on univariate analysis of covariance indicated that the experimental group had high metacognitive reading strategies awareness and enhanced their comprehension ability to a high extent. Practitioners should pay special attention to the PBL method in EFL contexts if they want to enhance metacognitive strategies awareness and cultivate effective reading.

Reading-Metacognitive Strategy Awareness and Use in Reciprocal Teaching Settings: Implementing a Computerized RMSA System

The present experiment was composed of both qualitative and quantitative methods and aimed at investigating Reading Metacognitive Strategy Awareness (RMSA) and use by the aid of three inventory techniques including a questionnaire, a think-aloud protocol, and a Computerized RMSA System. The computerized system was specifically designed and validated to satisfy the needs of this study in measuring and practicing Reading Metacognitive Strategies. It also tried to explore any possible effects of Computerized RMSA System on reading comprehension of the participants. To this end, a sample of 25 university students majoring in English Translation and English Literature from a University in Iran were selected based on purposive and clustered sampling. The research data were selected using a number of instruments including the reading section of Test of English as a Foreign Language as pre/posttest, a researcher-made Reading Metacognitive Strategies questionnaire, think-aloud protocol and a Computerized RMSA System. The research findings show that the questionnaire, think-aloud and Computerized RMSA System results vary significantly. Moreover, Computerized RMSA System has a positive effect on reading comprehension of learners of English as a Foreign Language. Pedagogical implications of the findings are discussed.

Modeling the relationship between metacognitive strategy awareness, self-regulation and reading proficiency of Iranian EFL learners

The research on the effects of metacognitive strategy awareness and self-regulation on second language reading achievements has come to confirmatory conclusions. However, the associations and possi...

Level of Metacognitive Awareness Strategies among Technical Students

Metacognitive strategy awareness is important to solve many problems especially in the teaching and learning process as well as in one’s career. This survey aims to identify the level of metacognitive awareness strategies among polytechnic students according to demographics, and also the difference between the level of metacognitive awareness strategies based on gender and the field of study of students. The sample of the study consists of 361 students who attended Diploma in Civil Engineering (132 students), Diploma in Electrical Engineering (121 students) and Diploma in Mechanical Engineering (108 students). The design of this study is survey using the quantitative approach. The research instrument used is the Metacognitive Strategies Awareness Inventory (MAI) with two main constructs, knowledge of cognitive and regulation of cognitive. These are used to determine the level of metacognitive awareness strategies. All data was analyzed using SPSS software and presented in the form of mean score, frequency and percentage. The results show that all male and female students have high level in metacognitive strategies awareness. The T-Test analysis shows that there is a significant difference in the level of awareness of metacognitive strategies between male and female students ( ρ = .021< .05). Furthermore, the ANOVA test analysis also shows that there is a significant difference in the level of awareness of metacognitive strategies based on the field of study of the students ( ρ = .016< .05). Therefore, it can be concluded that the awareness of metacognitive strategies should be applied to students to produce effective teaching and improve students’ learning achievement.

Exploring Metacognitive Strategies Employed by ESL Writers: Uses and Awareness

The present study explored metacognitive strategies employed by English as second language (ESL) writers. The study also investigated students’ awareness of the effectiveness of these strategies and the relationship between students’ language proficiency levels and the frequent uses of metacognitive strategies. The data was collected via a questionnaire completed by non-native English speaker students (23 males, 38 females) at a midwestern university in the United States. The findings indicated that students frequently employed the three components of metacognitive strategies (i.e., monitoring, planning, evaluating; where evaluating was the most frequent strategy, followed by monitoring and planning). Moreover, the results indicated that students had a relatively high awareness of the effectiveness of the strategies discussed in the study which consequently affected students’ uses of these strategies during a writing task, such as essays. Among the students, there was a positive correlation between students’ proficiency levels and the frequency of the use of strategies. The study suggested several pedagogical implications including the need for increasing students’ as well as teachers’ awareness of metacognitive strategies in teaching and learning academic writing.

Metacognitive awareness of strategy use in EFL reading comprehension in Bangladesh

It is argued that learners’ metacognitive awareness of strategy use is significantly associated with their achievement in reading comprehension. In order to ascertain this association, the present researcher carries out the investigation to substantiate the existing findings. This current study is a partial replication of Carrell (1989) and Vogely (1995) with regard to their methods and objectives. The objectives of this research are to explore the higher secondary-level EFL learners’ perceptions of themselves as readers, of their use of comprehension and repair strategies, of difficulties as well as the effectiveness of reading strategies, and its relationship with their reading comprehension, if any. For this investigation, quantitative data collected from 148 higher secondary-level EFL learners via a modified Metacognitive Awareness Strategy Questionnaire (MASQ; Carrell, 1989) and a reading comprehension test were analyzed through statistical tools available in SPSS. The results reveal that learners possess a moderate awareness of reading strategies, and their perceptions of effective strategies and of the difficulty of strategy use are significantly and positively related to their reading comprehension. Based on the findings, pedagogical implications are discussed and scope for future studies is recommended.