Metacognitive Strategy Instruction Research Articles

The Effect of Metacognitive Strategy Instruction on the Listening Performance of EFL Students

The aim of this study is to explore the effect of metacognitive strategy instruction on the listening performance of EFL university students. The participants were 82 students studying English translation and literature at Shahid Beheshti University. After screening the participants, 62 of them were selected and assigned to experimental and control groups. The experimental group (n=32) received the strategy training following the models proposed by Vandergrift and Tafaghodtari (2010) and O'Malley and Chamot (1990), while the control group (n=30) received no instruction. The listening section of the TOEFL was utilized to measure the listening performance of the participants before and after the treatment. The results revealed that experimental group significantly outperformed the control group on the post test measure.

The Effect of Explicit Instruction of Meta Cognitive Learning Strategies on Promoting Iranian Intermediate Language Learners' Writing Skill

The present study was an attempted to investigate the effect of explicit instruction of meta-cognitive learning strategies on promoting intermediate language learners' writing skill. To achieve this purpose, an Oxford Placement test (Allen, 2004) was administered to language learners in English language institution and ultimately 24 intermediate language learners were selected and randomly assigned to an experimental group and a control group. Both groups worked on the same writing tasks and activities. The subjects in the experimental group were also instructed in the use of meta-cognitive language learning strategies following O'Malley (1985) while the subjects in the control group received some placebo treatment for a whole term. The results of the posttest showed that explicit instruction of meta-cognitive learning strategies for intermediate language learners proved effective. One reason may be that language learners at the intermediate level draw on these strategies in a conscious fashion and they need to develop a conscious awareness of the meta-cognitive learning strategies.

Awareness development for online reading

In a world in which online reading is becoming increasingly common and, as a consequence, online literacy more and more necessary, this paper focuses on possibility of training L2 (second language) readers to bridge the gap between paper reading and online reading. Many researchers believe metacognitive awareness to be the most important ability in the reading process. This paper will try to show that metacognitive awareness raising is an essential component of any strategy instruction that aims at improving students’ reading skills in an EFL (English as a foreign language) context. The first part of the paper deals with concepts such as reading strategies, metacognition, and strategy instruction. The second part presents a study on the influence of metacognitive strategy instruction in online reading, which was carried out at a university in the north of Spain. Subjects were 143 students divided into experimental (n = 95) and control (n = 48) groups. Both quantitative and qualitative data were obtained by using different instruments, including some metacognitive tools, such as an online reading strategy survey, a metacognitive activity, or a strategy diary. Results revealed that this metacognitive strategy training had a positive effect on online reading but no effect on the number of strategies used.

Self-esteem and Academic Success as Influenced by Reading Strategies

This study aimed at determining the effect of instruction in cognitive and metacognitive strategies on the students' educational self-esteem and academic performance. 87 students were selected through random sampling. The two first groups were consciously taught about cognitive and metacognitive strategies. All the classes were taught by the same teacher. Pourmoghaddasian’s self-esteem questionnaire (1994) was used to collect the data. The results indicated that there were significant differences between the pre- and post-test mean scores of the students’ self-esteem, their scores in the course, and their academic success in all the three groups. The results of one-way ANOVA revealed that there was no significant difference between the self-esteem measures of those students who were taught congnitive and metacognitive strategies as compared to those taught traditionally. However, there were significant differences between their total scores in the course and their academic success measures.

Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer

This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students’ reading performance in Iran. The study employed a questionnaire adapted from Chamot and O’Malley’s (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and metacognitive reading strategies on reading performance and strategy transfer, the study has a quasi-experimental design involving a contrast group and a treatment group, with whom an intervention program was implemented. The treatment group achieved significantly better results than the contrast group after four months of strategy-based instruction. Results of paired-sample t-tests and independent t-tests and effect size showed that reading comprehension and reading strategy use improved with strategy instruction. Moreover, SPANOVA analyses showed that the participants in the treatment group performed better than those in the contrast group in reading comprehension and reading strategy transfer. Results also showed that strategy instruction contributed to autonomous reading behaviors. Recommendations for further research are discussed.

Student Perceptions of Metacognitive Strategy Use in Lecture Listening Comprehension

Listening to lectures is difficult, especially for students who have just entered university. It is even more daunting for ESL students attending lectures delivered in English. Various literatures have highlighted the importance of explicit training to improve students’ academic listening skills (O’Malley & Chamot, 1990; Oxford, 1996; Swan, 2011). This paper explores ESL students’ perceptions towards a Metacognitive Strategy Instruction (MetSI) programme to improve their lecture listening comprehension abilities. The study involved 34 first-year students from the Faculty of Education in a public university in Malaysia. Instrumentation for the study involved the use of a questionnaire and semi-structured interviews. Data revealed that the students perceived the MetSI training as helpful in improving their lecture listening skills and in enabling them to be more effective in extracting information from lectures. Findings from the study suggest the need for students to play a more active role in overcoming their listening difficulties.

On WebQuest-based Metacognitive Speaking Strategy Instruction

Under the guidance of WebQuest theory and O’Malley and Chamot’s five-step mode strategy learning theory, This paper has designed a WebQuest-based metacognitive strategy learning activity and made it into practice on a college junior class, not only the necessity of strategy training in oral English instruction is highlighted in the study, but also study results show that the designed program has enhanced learners’ ability to plan, adjust, and evaluate in oral English learning.

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

The quality of teachers’ knowledge about how people learn influences students’ learning outcomes. Similarly, the quality of students’ knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning achievement. There is a gap between research findings that support these two premises and teaching–learning practices in classrooms. In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students’ cognitive and metacognitive strategy use and demonstrated that students’ cognitive and metacognitive strategy knowledge has substantial room for improvement. In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using learning protocols, into regular class lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers’ typical lesson designs, scaffolded teachers’ delivery of strategy instruction, and scaffolded some students’ acquisition of strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students to engage with cognitive and metacognitive strategy instruction.

Evidence supports metacognitive strategy instruction for particular executive functions in young to middle-aged adults with chronic traumatic brain injury

This review provides a summary and appraisal commentary on the treatment review by Kennedy, M., Coelho, C., Turkstra, L., Ylvisaker, M., Sohlberg, M. M., Yorkston, K., Chiou, H.-H., & Kan, P.-F. (2008). Intervention for executive functions after traumatic brain injury: A systematic review, meta-analysis and clinical recommendations. Neuropsychological Rehabilitation, 18, 257–299. Source of funding and disclosure of interest: This study was supported by a grant from Academy of Neurologic Communication Disorders and Sciences (ANCDS), with additional support from American Speech-Language Hearing Association (ASHA), ASHA's Division 2: Neurophysiology and Neurogenic Speech and Language Disorders, the Veterans Administration, and numerous universities. The original authors of this research report no conflicts of interest.

The Effects Of Metacognitive Strategy Instruction On EFL Thai Students Reading Comprehension Ability

This study examined the effectiveness of explicit instruction of metacognitive strategies over a 14-week semester with a group of 40 EFL learners at a private university in Thailand. A metacognitive questionnaire and a reading test were administered at the beginning and at the end of the course to find the changes in both the questionnaire responses and test scores. The data obtained were analyzed by using mean, standard deviation, and paired sample t-tests. Qualitative data from a semi-structured interview were also analyzed to explore students views on the strategy-based instruction. It was found that after the instruction, the reading score and metacognitive strategy use of the three groups namely: high, moderate, low were significantly higher than those before the instruction at the .05 level. In addition, different types of learners exhibited different responses to the strategy instruction. This studys findings contribute to a better understanding of strategy instruction and support the belief that strategy training should be conducted to enhance reading performance of the learners.

Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance

An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools. Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a learning environment that enables students to practise self-regulation. This study investigates teachers’ direct and indirect promotion of self-regulated learning and its relation to the development of students’ performance. Twenty German mathematics teachers with their overall 538 students (grade 9) were videotaped for a three-lesson unit on the Pythagorean Theorem. Students’ mathematics performance was tested several times before and after the observed lessons. A low-inferent coding system was applied to assess the teachers’ implicit or explicit instruction of cognitive strategies (e.g., organisation), metacognitive strategies (e.g., planning), and motivational strategies (e.g., resource management). High-inferent ratings were used to assess features of the learning environment that foster self-regulation. Results reveal that a great amount of strategy teaching takes place in an implicit way, whereas explicit strategy teaching and supportive learning environment are rare. The instruction of organisation strategies and some features of the learning environment (constructivism, transfer) relate positively to students’ performance development. In contrast to implicit strategy instruction, explicit strategy instruction was associated with a gain in performance. These results reveal a discrepancy between the usefulness of explicit strategy instruction and its rare occurrence in classrooms.

Effective Strategies for Developing Academic English: Professional Development and Teacher Practices

The development of academic English and advanced literacy is crucial for student success, especially for English language learners. In this study, researchers used a survey to investigate which instructional strategies 108 fourth- and fifth-grade teachers learned in professional development and found to be effective for providing English learners with access to the curriculum. In addition, Likert-scaled items asked teachers to report the frequency with which they used strategies that were found to be effective based on a review of the literature. Findings indicated that teachers were frequently using research-based instructional strategies that related to cognitive and metacognitive comprehension strategy instruction and the direct instruction of academic language. However, strategies related to comprehensible input and opportunities for practice were cited as effective by only 27% and 26% of all teachers respectively. This indicates that teachers may need more practice with these strategies, or more time for implementation, as some are time intensive.

Metacognitive strategy teaching in the ESL oral classroom

While strategy instruction research generally focuses on the effect of the teaching on learners’ use of the strategies targeted for instruction, the present study examines the ‘wash over’ effect on learners’ use of pre-existing, non-target strategies. The study involved a treatment class and a comparison class in the ESL oral classroom in Hong Kong. A quasi-experimental design was adopted in which the treatment class received metacognitive strategy instruction to enhance students’ ability to manage English group discussion tasks. A data collection method comprising observations and stimulated recall interviews that aimed to tap respectively overt strategy use and covert strategic thoughts was employed. The findings indicate that, for the treatment class, while there seemed to be no ‘wash over’ effect from target to non-target strategies in the frequency of use of the whole sample of non-target strategies over time, there were increases in the frequency of use of individual, non-target strategies that were pertinent to the specific nature of small group discussion tasks. The findings are discussed with respect to the differential and desirable effects of the strategy teaching and to the relationship between task type and strategy choice. Implications for strategy instruction will also be drawn.

Metacognitive strategy teaching in the ESL oral classroom

While strategy instruction research generally focuses on the effect of the teaching on learners’ use of the strategies targeted for instruction, the present study examines the ‘wash over’ effect on learners’ use of pre-existing, non-target strategies. The study involved a treatment class and a comparison class in the ESL oral classroom in Hong Kong. A quasi-experimental design was adopted in which the treatment class received metacognitive strategy instruction to enhance students’ ability to manage English group discussion tasks. A data collection method comprising observations and stimulated recall interviews that aimed to tap respectively overt strategy use and covert strategic thoughts was employed. The findings indicate that, for the treatment class, while there seemed to be no ‘wash over’ effect from target to non-target strategies in the frequency of use of the whole sample of non-target strategies over time, there were increases in the frequency of use of individual, non-target strategies that were pertinent to the specific nature of small group discussion tasks. The findings are discussed with respect to the differential and desirable effects of the strategy teaching and to the relationship between task type and strategy choice. Implications for strategy instruction will also be drawn.

Examining the effects of metacognitive strategy instruction on ESL group discussions: A synthesis of approaches

This article presents the findings of an intervention study designed to examine the effects of metacognitive strategy instruction (MCSI) on learners' performance and on strategy use. Two classes in the secondary English oral classroom in Hong Kong participated in the study; one class received eight sessions of MCSI and the other served as a comparison group. In weeks 1, 10 and 20, data were collected from the learners' performance in group-work discussions, from the self-report questionnaires, from the observations of learners' strategy use, and from the stimulated recall interviews. The findings indicated that the treatment class generally outperformed the comparison class in the group discussion task. In addition, there was corroborating evidence from the multi-method approach to support the view that the learners tended to deploy `problem identification' as a global planning strategy to cope with an upcoming prioritization group discussion task. The findings are discussed with respect to awareness-raising value of the MCSI, the interaction effect between strategy instruction and research method, explicit and implicit learning, and a match of task type and strategy choice. Finally, the distinct advantages of using a multi-method approach to gauging the effects of MCSI are appraised.

Effects of Consciousness Raising of Metacognitive Strategies on EFL Students’ Reading Comprehension

Abstract The view that explicit instruction of metacognitive strategies is important for raising reader consciousness has become prominent recently. This study was an attempt to determine the impacts of instructing metacognitive strategies on readers’ comprehension. Two groups of students majoring in English language at Shiraz University/ Iran were compared using Schraw & Denisson’s (1994) “Metacognitive Awareness Inventory” to find out the participants’ degree of awareness towards metacognitive strategies. After a period of four months of pretest- treatment–posttest design, the results revealed a significant improvement in the experimental group who were trained to use metacognitive strategies consciously in their reading tasks as compared with the control group. The pedagogical implications of the study are also discussed.

Intervention for executive functions after traumatic brain injury: A systematic review, meta-analysis and clinical recommendations

A systematic review of studies that focused on the executive functions of problem solving, planning, organising and multitasking by adults with traumatic brain injury (TBI) was performed through 2004. Qualitative and quantitative methods were used to evaluate the 15 studies that met inclusion criteria. Demographic variables, design and intervention features, and impairment and activity/participation outcomes (ICF) (World Health Organization, 2001) were documented. Five randomised control treatment (RCT) studies used step-by-step, metacognitive strategy instruction (MSI) and outcomes were evaluated in a meta-analysis. Effect sizes (ESs) from immediate impairment outcomes after MSI and “control” intervention were similar to each other, and both were significantly larger than chance. ESs from immediate activity/participation outcomes after MSI were significantly larger than the ESs from control intervention, and both were significantly larger than chance. These results, along with positive outcomes from the other group, single-subject design and single case studies, provided sufficient evidence to make the clinical recommendation that MSI should be used with young to middle-aged adults with TBI, when improvement in everyday, functional problems is the goal (Level A) (American Academy of Neurology, 2004). Although maintenance effects were generally positive, there was insufficient data quantitatively to evaluate this. Furthermore, there was insufficient evidence to make clinical recommendations for children or older adults. Intervention that trained verbal reasoning and multi-tasking was promising, although the evidence is insufficient to make clinical recommendations at this time. Additional research needs were highlighted.

Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third‐Grade Students

The use of metacognitive strategies helps students to “think about their thinking” before, during, and after they read.

Metacognitive training aids decision making

The aim of the present study was to determine (a) the relationship between metacognition and decision making; (b) the aspect of metacognition (knowledge of cognition or regulation of cognition) that is most important for the relationship; and (c) whether metacognitive strategy instruction is effective in improving decision-making performance. Ninety-eight university students were divided into three decision-making ability groups: average, below average, and above average. Two decision-making tasks (one strategic and one tactical) were presented to participants prior to and after metacognitive strategy instruction (experimental group). Results demonstrated a relationship between metacognitive awareness and decision-making performance. Regulation of cognition was shown to have a greater impact on decision making than did knowledge of cognition. Metacognitive strategy instruction was found to be beneficial to those in the below-average group, but not those in the average or above-average groups.

Effects of metacognitive strategy instruction and instruction time on reading comprehension

Ten-year-old students in an experimental group and a control group were tested for metacognitive abilities in reading comprehension before and after implementation of treatment in the experimental group. The teachers of the students in the experimental group were trained in metacognitive strategy instruction and in optimizing instruction time for reading comprehension. The learning gains made by the students in the experimental group in metacognitive abilities for reading comprehension turned out to be significantly greater than those made by the students in the control group. In the next school, year the students in the former experimental group and the former control group were tested for reading comprehension. It turned out that the students in the former experimental group had significantly better results on reading comprehension than the students in the former control group.