Use Of Metacognitive Strategies Research Articles

The Interplay of Cognitive Load, Learners’ Resources and Self-regulation

Self-regulated learning depends on task difficulty and on learners’ resources and cognitive load, as described by an inverted U-shaped relationship in Seufert’s (2018) model: for easy tasks, resources are high and load is low, so there is no need to regulate, whereas for difficult tasks, load is too high and resources are too low to regulate. Only at moderate task difficulty do learners regulate, as resources and load are in equilibrium. The purpose of this study is to validate this model, i.e., the inverted U-shaped relationship between task difficulty and self-regulatory activities, as well as learner resources and cognitive load as mediators. In the within-subject study, 67 participants reported their cognitive and metacognitive strategy use for four exams of varying difficulty. For each exam task difficulty, cognitive load, and available resources (such as prior knowledge, interest, etc.) were assessed. Multilevel analysis revealed an inverted U-shaped relationship between task difficulty and the use of cognitive strategies. For metacognitive strategies, only a linear relationship was found. Increasing cognitive load mediated these relationship patterns. For learner resources we found a competitive mediation, indicating that further mediators could be relevant. In future investigations a broader range of task difficulty should be examined.

Effects on and consequences of responses to errors: Results from two experimental studies.

Interest in the potential of learning from errors to benefit innovation and organizational and personal growth is currently increasing. In practice, individuals frequently do not appear to learn spontaneously from errors and setbacks without support. Based on prior work, this paper considers antecedents and consequences of adaptive responses to errors. Two experiments with undergraduate students aimed to identify the causal link between beliefs and maintained motivation and the adaptation of actions to the end of analysing and effectively correcting errors. In Study 1 (N = 195, 72% female, M = 20.7 years, SD = 3.0), we experimentally manipulated learners' beliefs around the importance of errors to learning, after which they completed a 50-min learning session on research methods and statistics. In Study 2 (N = 67, 58% female, M = 21.8 years, SD = 3.99), we intertwined the manipulation more closely with the actual learning process by using prompts about adaptive responses to errors immediately after error feedback. In Study 1, those to whom we stressed the negative effects of errors showed significantly fewer adaptive action-related responses to errors, less persistence, and less use of metacognitive strategies after errors. In Study 2, we found significant positive effects on the learners' persistence, their metacognitive control, and effort investment. Our results support and expand previous, mostly correlational, research findings on individuals' adaptive responses to errors.

Metacognitive strategy use in foreign language learning fluctuates from both ends towards the middle: Longitudinal evidence for the Island Ridge Curve

This study examined the different patterns of metacognitive strategy use, their variations across time, and the relation of this variation to English as a foreign language (L2) development. This study involved 2126 7th graders from 16 schools in Hong Kong. Metacognitive strategy questionnaire data and English test scores were collected three times at one-year intervals. Data were analyzed using latent profile analysis (LPA) and latent transition analysis (LTA). The results showed: (a) there were three strategy use groups across each wave: low, medium, and high frequency groups; (b) the medium group remained the most stable, and the other two groups transited to the middle; (c) the medium group obtained significantly higher mean English scores than the low group, but the mean score of the high group was non-significantly higher than the medium group. The evidence confirmed the emerging theory of the Island Ridge Curve and suggested that students can automatically adapt their metacognitive strategies to optimize their L2 learning.

메타인지 읽기 전략 지도가 아랍어 학습자의 읽기 전략 사용과 읽기 능력에 미치는 영향

The purpose of this study is to investigate the effect of metacognitive reading strategy instruction on Arabic learners’ metacognitive reading strategy use and reading comprehension. The participants of the study are intermediate Arabic learners in Myongji University and the experimental group was given metacogtnitive reading strategy instruction on planning, monitoring and evaluation strategies. To collect data, metacognitive reading strategy questionnaires and reading comprehension tests were used. The major findings of this study are as follows. First, the result of pre- and post-metacognitive reading strategy questionnaires indicates metacognitive reading strategy instruction was verified to have a positive effect on Arabic learners’ metacognitive strategy use. Second, the results reveal that metacognitive strategy instruction improved Arabic learners’ reading comprehension. The difference between the pre- and post-reading comprehension tests in the experimental group was statistically significant while the control group didn't show any statistical difference.

The Influence of Learning Strategy on the English Oral Proficiency of English Majors under the Background of Media Convergence

With the gradual development of information and media technologies, more and more tools are available in the process of language learning. In this context, the impact of the use of learning strategies on the spoken English proficiency of English majors has received widespread attention. In this study, the use of metacognitive, cognitive, and social-emotional strategies on the learning strategies of oral English was studied through questionnaires and oral English proficiency tests. The results show that the frequency of use of different learning strategies is significantly positively correlated with the oral English level of English majors in the context of media integration, that is, the use of learning strategies has a positive effect on the improvement of English-speaking level of English majors.

Metacognitive Strategies for Mathematical Modeling with Engineering Groups of Students: Adaptation and Validation of a Questionnaire

A sequential exploratory mixed-methods study is implemented to develop an instrument that allows for the evaluation of the metacognitive strategies used by engineering groups of students when solving mathematical modeling problems. The findings of the qualitative study guided by observations and interviews reveal the use of metacognitive strategies of ‘planning’, ‘monitoring and, if necessary, regulation’, and ‘evaluation’. In this article, we present the final categories of the qualitative analysis and discuss how these data were shaped into a theoretical construct and items of an instrument to measure metacognitive strategies. The psychometric properties of the instrument are analyzed, and it is argued that it has a similar interpretation among males and females, as there are no significant differences in these results. The development of the present study demonstrates how the qualitative method can support the adaptation of an instrument to measure metacognitive strategies, thus contributing to validity and applicability.

Gender differences in the relations between EFL students' classroom relationships and English language proficiency: The mediating role of self-regulated learning strategy use

This study aimed to explore English as a foreign language (EFL) students' classroom relationships (i.e., teacher-student relationships and peer relationships) and understand how these relationships contribute to English language proficiency between boys and girls. This paper discussed and highlighted the mediating role of self-regulated learning (SRL) strategy use. Self-report questionnaires with 436 4th-5th graders were adopted in a Chinese cultural context. Results of MANOVA revealed that there were generally no gender differences in teacher-student relationships and peer relationships. However, girls tended to use more SRL strategies (i.e., metacognitive and social strategies) than boys, while boys reported a higher level of English language proficiency than girls. Importantly, results from Multi-Group Structural Equation Modelling (MGSEM) suggested that the mediation effects of SRL strategy use between classroom relationships and English language proficiency were significantly different between boys and girls. Specifically, while boys' teacher-student relationships predicted their English language proficiency through metacognitive SRL strategy use, girls' English language proficiency was influenced by their peer relationships through the mediation of metacognitive SRL strategy use. Implications for classroom instructions and EFL teachers to promote boys' and girls’ English language learning through classroom relationships and SRL strategy use in a Chinese cultural context are discussed.

Exploration of the linear and nonlinear relationships between learning strategies and mathematics achievement in South Korea using the nominal response model : PISA 2012

Learning strategies have been recognized as important predictors of mathematical achievement. In recent studies, it has been found that Asian students use combined learning strategies, primarily including metacognitive strategies, rather than rote memorization. To the best of the authors’ knowledge, there is only one prior study including South Korea in investigations of the relationship between learning strategies and mathematics achievement in PISA 2012. In that study, students were classified into groups using specific learning strategies, and their mathematics achievements were compared. There are two research gaps: (1) previous studies insufficiently explored how students use learning strategies in the South Korean education system, and (2) there is little research applying the nominal response model (NRM) to explore the association between learning strategy use and mathematics achievement in PISA 2012. Thus, the present study explores to what extent the NRM fits the data compared to the generalized partial credit model (GPCM). We created a learning strategy score from the NRM for South Korean students in PISA 2012 (N = 3,310). Then, using correlation analysis and quadratic regression analysis, we identified linear and nonlinear relations between learning strategy scores from the NRM and mathematics achievement. The findings indicated that (1) NRM was a better fit for creating learning strategy scores than GPCM, (2) the average correlation coefficient between the learning strategy score and mathematics achievement was 0.18 (p < .05), and (3) for the curvilinear relationship between the learning strategy score and mathematics achievement, the standardized quadratic coefficient was − 0.090 (p < .001). Overall, the NRM represents an appropriate model for explaining the relationship between learning strategy and mathematical achievement. Additionally, high-performing South Korean students tend to primarily use metacognitive strategies with memorization. The negative quadratic coefficient captured the limited effect of the primary use of metacognitive strategies with memorization. The implications for the South Korean education system are discussed.

Is mental regulation related to self-esteem? Testing a basic metacognitive model

AbstractIndividual differences in global self-esteem are associated with general psychological functioning and well-being, and lower self-esteem could be a target for prevention and treatment interventions. Traditionally, self-esteem is assumed to be influenced by the content of self-beliefs, but the metacognitive model of psychological disorders presents an alternative. It emphasizes mental regulation over the content in self-beliefs and suggests a role for metacognitive beliefs and corresponding metacognitive strategies. Thus, the metacognitive model has the potential to advance our understanding of self-esteem and provide new treatment interventions. Therefore, the aim of this study was to test a basic metacognitive model of self-esteem. In a cross-sectional design, 522 participants from a convenience sample completed a battery of self-report questionnaires. A metacognitive model where metacognitive strategies mediated the relationship between metacognitive beliefs and self-esteem was tested using structural equation modelling. Stronger endorsements of dysfunctional metacognitions were associated with more use of unhelpful metacognitive strategies, which further was significantly related to lower self-esteem. These relationships held even when controlling gender, age, anxiety, and personality traits as covariates. The results suggests that there is a role for dysfunctional metacognitive beliefs and strategies in self-esteem of which metacognitive strategies are the most proximal influence. This observation indicates that individual differences in mental regulation are relevant to understanding and possibly improving self-esteem. Interventions which effectively lead to metacognitive change are likely to have a positive effect on self-esteem.

Examining the Foreign Language Writing Experiences of Computer Engineering Students

&lt;i&gt;Identifying the relation between the processes of programming and foreign language writing may lead to new directions for programming language and natural language focused instructional design. The present qualitative case study supported by quantitative data investigated foreign language writing experiences of computer engineering students taking an object-oriented programming course. Forty-five sophomores learning programming and academic English simultaneously in a foundation university in Ankara, Turkey, were selected purposefully for the case study. There were two data sources (students’ opinions and documents) and three data collection tools (a semi-structured interview, a short diary, and a composition. In terms of the findings of the research, four themes were obtained; however, only the use of metacognitive strategies will be explained in detail due to the length of the study. Participants stated that they feel the positive effects of programming experience on the use of self-evaluation strategy and that there are similarities and differences between the processes of programming and foreign language writing. Participants’ views on the effect of programming on foreign language writing did not differ according to their writing and programming performance scores. Participants stated that programming experience may have an effect on the use of metacognitive language learning strategies in the writing process. Upon analyzing participants’ comments, it is understood that programming experience does not hinder the use of metacognitive strategies but has a role in supporting and reinforcing their use. It is suggested that multiple case studies be done for similar views on the effects of programming and that each finding be proven by quantitative studies. &lt;/i&gt;

Effects of Motivation, Proficiency, and Gender on Saudi EFL Learners’ Utilization of Language Learning Strategies

This study aims to investigate the use of language learning strategies among English as a foreign language university students and examine the effect of motivation, proficiency, and gender on learners’ use of these strategies. The significance of the study lies in its contribution to the field of second language learning and its potential to inform language educators, teachers, and curriculum developers about the strategies learners employ to enhance their learning experience. The study addressed two questions: a) what language learning strategies do Saudi EFL learners utilize most frequently in learning English? b) what is the impact of learners’ gender, motivation, and proficiency on their use of language learning strategies? The sample consists of 395 Saudi EFL students selected through purposive sampling. The study utilized a self-reported questionnaire to assess learners’ motivation and language learning strategies. The results revealed that EFL learners predominately utilized metacognitive and cognitive strategies, whereas affective strategies were the least frequently employed. The study demonstrated that motivation had the most significant effect on learners’ utilization of all strategies, with statistically significant differences observed across the different motivation groups. Furthermore, language proficiency had a notable impact on learners’ use of metacognitive, cognitive, and compensation strategies. However, there were no significant differences in the utilization of LLSs among male and female learners. The study has several pedagogical implications that can inform language educators, teachers, and learners in EFL settings.

A Review of The Effects of Metacognitive Strategies on Learners' English Listening

This paper reviews the relationship between English listening and metacognitive strategies. Metacognitive strategy as an important learning strategy shows obvious correlation with second language learning effect. This review introduces many researches on metacognitive strategies and its several basic developmental processes in second language acquisition. The application of metacognitive methods in English listening learning is explored in three aspects by examining and summarizing prior researchers' experiments: the many modalities of metacognitive strategy usage, the disparities in metacognitive strategy use between unskilled and expert students, and the link between metacognitive methods and English listening performance. The review of studies on the relationship between English listening and metacognitive methods leads to a general conclusion. Metacognitive methods can help students improve their English listening proficiency. This study hopes to guide English teachers to emphasize the teaching of learning strategies and English learners should emphasize the use of metacognitive methods by demonstrating their facilitative influence on English listening learning.

Investigating The Influence of Metacognitive Awareness in Academic Reading

Reading is an integral aspect of the educational landscape, embraced by students, academics, and scholars alike in their daily pursuits. Students, in particular, must hone their reading skills to effectively navigate the multitude of texts they encounter during their academic journey. While students are immersed in text daily, the challenge persists in ensuring they truly comprehend what they read. Employing metacognitive reading strategies has proven to be pivotal in elevating reading comprehension. Hence, this quantitative study is done to investigate the influence of metacognitive awareness in academic reading. Specifically, this study is done to explore how learners perceive the use of metacognitive strategies in their academic reading. A purposive sample of 140 participants from a university in Selangor, Malaysia responded to the survey. The instrument used is a 5 Likert-scale survey and is rooted from Mokhtari and Reichard (2002) metacognitive strategies used on reading. The survey has 4 sections. Section A has 3 items on demographic profile. Section B has 13 items on self-monitoring strategies. Section C has 8 items on self-evaluating strategies and section D has 9 items on self-regulation strategies. The findings of the study indicate that there is a high use of metacognitive strategies among the university students. In this context, it suggests that the students are actively engaged in assessing and managing their own learning, which can lead to more effective studying and improved academic performance. This information underscores the importance of fostering metacognitive skills in educational settings to enhance learning outcomes.

Use of metacognitive strategies in the learning of mixture separation processes in elementary school (final years)

In the learning of concepts related to the processes of separating mixtures in elementary school (final years) some difficulties may arise related to the lack of use of some metacognitive strategies that help in the approximation of a meaningful learning. In this context, it becomes relevant to elaborate didactic intervention proposals that show students metacognitive strategies that facilitate learning and provide autonomy. This article aims to raise an environment for reflection and dialogue in the face of an intervention proposal that establishes, in a structured way, a sequence of metacognitive questions linked to the learning of the aforementioned concepts. The results show some potential that can be generated with the implementation of the suggested didactic intervention, except for the necessary adaptations to the school context in which the proposal is intended to be applied.

Three-phase model for teaching reading strategies in higher education

Importance. Reading in higher educationis aimed at preparation for interaction with authentic materials in professional settings. Therefore, there is a need to develop practice-oriented skills within the learning process, which requires making adjustments to the generally accepted model of organizing reading tasks. The purpose of the study is to adapt the three-phase model of text work to the use of metacognitive reading strategies in higher education.Research Methods. Based on the analysis of scientific literature, the conditions for organizing work within the three-phase model were determined, its functional components were identified. The way of progressive integration of four reading strategies into this model was designed with taking into account their role in the realization of functional components.Results and Discussion. Procedural functions reflecting the communicative goals of each stage were identified for each stage of the three-phase model: motivational-informational, interpretive, and reflective. Four reading strategies were integrated into this continuum. The list of strategies includes: previewing, which allows assessing the relevance of the material without direct interaction with the text; skimming, which serves as a way of determining the structure of the text; scanning, which is used for highly accurate understanding of the semantic elements of the text; and the K-W-L table, which is used for retroflexive analysis of the information learned from the text.Conclusion. The three-phase model of reading allows integrating strategies without considerable structural changes. At the same time, the use of the indicated strategies leads to the expansion of potentially forming reading skills during task completion.

A Correlation Study of Individual Differences Factors and Oral Chinese Learning Strategies: A Survey Based on Sri Lankan Learners

Individual differences of learners will affect foreign language learners’ use of learning strategies. This study focuses on Chinese learners in Sri Lanka, and analyzes the correlation between their age, gender, length of time and oral language learning strategies. The results showed that there was no significant difference in the use of learning strategies among learners of different genders; with the increase of age, the frequency of overall use of strategies showed a downward trend; the frequency of use of cognitive strategies, compensation strategies and affective strategies increased with learning length while increasing, the frequency of use of meta-cognitive strategies, memory strategies and social strategies decreased with the increase of learning length.

“My Goal Is to Talk Like a Native”: Emergent Bilingual Students’ Use of Language Learning Strategies

This paper investigates emergent bilingual students’ (Finnish and Swedish) use of language learning strategies (LLS). The focus is on the frequency of LLS use, the difference between Swedish and Finnish speaking students’ use of LLS and the effect on use of LLS to improve the students’ weaker language. The data consisted of students’ self-reports concerning the use of LLS and their proficiency in their L2 on a seven-point Likert scale online survey. The survey also included an opportunity to comment on the answers. The data were gathered in 2019/2020. The instrument was influenced by the SILL (Strategy Inventory for Language Learning) (Oxford 1990) but adapted to the current research context on the basis of the researchers’ expertise and previous interviews with students. The measured and analysed LLS were metacognitive, social, cognitive and compensation strategies. The response rate was approximately 30% (N=184). The results indicated clear differences between Swedish-speaking and Finnish-speaking students regarding the use of different types of LLS. Finnish speaking students made significantly more use of metacognitive strategies while Swedish-speaking students made significantly more use of compensation strategies. Regarding the students’ use of social strategies, it was obvious that some Finnish-speaking students associate the use of Swedish in real-life communication situations with stress and anxiety. Moreover, the students’ use of LLS significantly predicts their progress in the weaker language. We suggest that the students should be offered language strategy instruction for them to understand and more effectively apply language learning strategies, to improve their weaker language at all levels.

The Impact of Vocabulary, Inferencing, and Metacognitive Strategies on Second Language Reading Comprehension

This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The findings revealed that both L2 linguistic knowledge and proficiency in L1 reading comprehension had a positive impact on L2 reading comprehension scores, underscoring the significance of language-specific and crosslinguistic factors, respectively, in the comprehension of L2 reading. The results also indicated an indirect effect of L1 syllogistic inferencing skills on L2 reading comprehension through L1 reading comprehension. This implies that L1 syllogistic inferencing may boost L1 reading comprehension, subsequently benefiting L2 reading comprehension. Furthermore, the study brought to light the potential adverse effects of L2 support reading strategies on L2 reading comprehension. Overall, this study adds to our comprehensive understanding of L2 reading comprehension by shedding light on the intricate interplay of linguistic, cross-linguistic, and metacognitive factors.

Learning experiences of deaf and hard-of-hearing students in digital media: challenges and the use of cognitive and metacognitive strategies

Introduction. The paper deals with the problem of developing cognitive competence of deaf and hard-of-hearing students when learning in the digital media. It is aimed at identifying and generalizing difficulties and successful strategies of metacognitive and cognitive nature in deaf and hard of hearing students of a technical university when performing assignments in the digital media. Materials and Methods. For the preliminary selection of participants, V. S. Yurkevich's "Intensity of cognitive interests" inventory and N. S. Kopeina’s learning styles questionnaire were used. Qualitative research methods applied included verbal records and observation; data analysis was carried out using the grounded theory method. The study involved 5 deaf and hard-of-hearing students, selected on the basis of survey results and academic performance. During individual sessions, participants were required to complete assignments developed on the basis of a scenario requiring the use of cognitive and metacognitive strategies. Results. The study identified main difficulties and cognitive and metacognitive strategies in carrying out learning activities in the digital media used by deaf and hard-of-hearing students, who were characterized as high achievers. They were generalized and classified into the following categories: understanding the task; predicting the result; planning; information search; online reading; information selection; "survival" strategies; personal learning network. Conclusions. The paper presents specific features of cognitive competence of deaf and hard-of-hearing students in the digital media: limited range of cognitive and metacognitive strategies, and challenges associated with insufficiently developed reading skills at the stage of understanding the task, selecting and correcting keywords, abstract analysis, site selection and information selection. The analysis of the study results led to the conclusion that deaf and hard-of-hearing students should be educated about cognitive and metacognitive e-learning strategies. The identified difficulties when working in the digital media have shown that digital content developers should consider the problem of generating incorrect subtitles, as well as recommendations for the designing digital texts using highlighting, hyperelements and plenty of illustrations.

Learned Helplessness of Secondary-School Students Learning English During Covid-19 Distance Education: a Research Report

Objectives of the research: This article presents a diagnosis of the learned helplessness experienced by secondary-school students learning English remotely during the 2021 lockdown due to the COVID-19 pandemic. The objectives are to (1) show the level of learned helplessness of secondary-school students learning English, (2) investigate the relationship between foreign language learning strategies and the learned helplessness of secondary-school students, and (3) determine the relationship between the level of learned helplessness and the use of private tutoring by secondary-school students.&#x0D; Research methods: The study was conducted via a written diagnostic survey. It also employed the School Helplessness Scale by B. Ciżkowicz (2009) and the Strategy Inventory for Language Learning (SILL) by R. Oxford (1990).&#x0D; A short description of the context of the issue: The aim of the text is to answer the following research questions: What is the level of learned helplessness of secondary-school students? Is there a relationship between foreign language learning strategies and the learned helplessness of secondary-school students? Does the use of private tutoring differentiate the level of learned helplessness of secondary-school students?&#x0D; Research findings: The results demonstrate a significant negative correlation between learned helplessness and the use of memory, cognitive, metacognitive, affective, and social strategies. The average score of learned helplessness was 2.54, which indicates that the respondents usually felt the symptoms of it. An analysis of the results for the three deficits revealed that the motivational deficit made the greatest contribution to learned helplessness. The students who had hired a private tutor in English had a lower level of learned helplessness and cognitive deficit.&#x0D; Conclusions and/or recommendations: The research findings lead to several recommendations for educational practice in the context of foreign language learning: using new, effective pedagogical approaches to keep learners motivated—including elements of strategy training or social and emotional learning (SEL)—arranging remedial teaching, and promoting teachers’ professional development.