Metacognitive Research Articles

Monitoring Metacognitive Strategies Use During Interaction Collaborative Groups

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

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

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

Metacognitive Functioning in Students with Learning Disabilities or Difficulties: A Systematic Literature Review

Dealing with the particularities of learners with learning disabilities or difficulties requires an understanding of the metacognitive functioning of these subjects. The aim of this work is to summarise the studies dealing with metacognitive functioning in students with learning disabilities or difficulties. For this reason, this research applied the systematic literature review method with the PRISMA (preferred reporting items for systematic reviews and meta-analysis) protocol. The research stages included identification, selection, eligibility and inclusion, so that studies must be indexed by Scopus between 2018 and 2023 and focus on metacognition in learners with learning disabilities or difficulties, the selection was carried out in two phases; an assessment of titles and abstracts, followed by a full analysis of the texts. The results reveal significant metacognitive disparities between students with learning disabilities and their typically developing peers. They use more surface strategies and fewer self-regulatory strategies, attach less importance to mastery, and avoid performance for fear of failure. They also have difficulty organising information, which affects their motivation. Interventions including cognitive and metacognitive strategies, techniques such as virtual reality and specific teaching improve learners’ ability to detect errors, self-regulate and develop essential skills in mathematics, reading and other areas. Future research should further explore these interventions to better understand their impact, taking into account aspects such as motivation and using rigorous methodological tools.

TEACHING COMPUTATIONAL THINKING IN LEARNING COMMUNITY: A CASE STUDY OF SOLKAN PRIMARY SCHOOL

Slovene kindergartens and schools have introduced a learning community where teachers learn from and with each other, acquire knowledge, and strengthen students' skills. The success of such connections depends on shared values, attitudes, beliefs, and supportive mutual relationships. Teachers are essential when Slovene school participates in development projects B-RIN, aimed at introducing fundamental computer science and informatics content and computational thinking into kindergarten groups and school classes. When selecting members of the development team, the participants were guided by the criterion that the selected educators and teachers are open to exploring their teaching practices, capable of continuously upgrading and evaluating their pedagogical work, and developing and improving their teaching approaches based on the study of their practice, emphasizing student-centred approaches. The purpose of this contribution is to highlight the implicit theories and attitudes of the development team and school staff regarding the understanding and importance of introducing fundamental B-RIN content and computational thinking into teaching, not only in the STEM field but also in other subject areas, and to present the approaches with which participants have influenced the implicit theories and attitudes of teachers and educators within our VI organization. This is also because training students in computational thinking and fundamental computer science and informatics content significantly impacts the development of metacognitive strategies, such as problem-solving skills, especially for open-ended problems, self-regulation learning skills, perseverance in facing failure, consequently greater resilience, and encouraging creativity. Therefore, it also broadly impacts the mental health of students. Keywords: computational thinking, implicit theories and attitudes, learning community, metacognitive strategies, development team

A Study on the Relationship between Field Cognitive Style and English Reading Strategy Choice

In recent years, China has accelerated its internationalization process and made more and more achievements in cross-border exchanges and cooperation. Learning English is essential for the current generation of college students. English reading is an important means to acquire English language knowledge, understand external information, and improve English language practice skills. Since the 70s of the 20th centuries, many scholars at home and abroad have been conducting a lot of research on the correlation between reading strategies and cognitive styles, but most of them are descriptive analysis, and there are few empirical studies. In this study, 324 first-year students majoring in science and engineering of Beijing Institute of Petrochemical Technology were selected by random sampling method, and the questionnaires of mosaic pattern test (Chinese version) and reading strategies were conducted, and data processing was carried out by SPSS 26.0, and descriptive statistics, independent samples t-test and Pearson correlation analysis were performed. The results show that there are significant differences in the use of reading strategies among field-independent and field-dependent science and engineering freshmen. Among them, field-independent individuals are more inclined to choose metacognitive strategies, and field-dependent individuals are more inclined to choose social/emotional strategies. Teachers should give full consideration to the characteristics of students' cognitive styles in English teaching, scientifically adjust the design of activities, the selection of teaching materials and teaching methods, and provide diversified guidance to help students correctly understand themselves and improve their learning efficiency. Due to the limitation of time and sample size, there are still many shortcomings in this study, but to a certain extent, it reflects the current situation of science and engineering English learners in China, and provides empirical data support for teachers' "teaching" and students' "learning".

The Use of Incidental Vocabulary Learning Strategies Among High and Low Proficiency Year 6 ESL Learners

Vocabulary Learning Strategies (VLSs) are widely implemented in the learning of English as a second language (ESL). Hence, VLSs are helpful in aiding learners to develop their vocabulary effectively, not only in the classroom but also out-of-classroom, according to the learners' needs. This study aims to investigate the use of vocabulary learning strategies in incidental learning among high and low proficiency Year 6 ESL learners. The sample of this study are 30 Year 6 ESL learners from a primary government school in Bandar Baru Bangi. A mixed method was employed, and purposive sampling was used for this study. Data was collected through a 26-item questionnaire based on Schmitt’s Taxonomy of Vocabulary Learning Strategies Questionnaire (VLSQ) and semi-structured interviews. The findings indicate that high proficiency learners “watch English media” the most and the “use of flashcards” as the least favoured. In contrast, low proficiency learners prefer “asking parents or family members for the meaning of words” and “reading English newspaper, magazines and books” the least. Although no significant differences were found in overall strategy use between high and low proficiency groups, metacognitive strategies were employed significantly more by high proficiency learners. Both high and low proficiency Year 6 ESL learners also perceive technology tools and multimedia as effective for incidental learning by using YouTube, social media platform, online games, use of sub-titles and digital dictionaries. Further research on a larger scale among primary school learners is recommended to inform teachers about the application of vocabulary learning strategies, particularly in incidental learning.

The mediating role of self-directed learning ability in the impact of educational environment, learning motivation, and emotional intelligence on metacognitive awareness in nursing students

PurposeThis study aimed to examine the mechanisms influencing metacognitive awareness among nursing students, encompassing educational environment, learning motivation, emotional intelligence, and self-directed learning ability. These findings could be a theoretical reference for formulating metacognitive awareness intervention strategies specifically designed for nursing students.MethodThrough stratified sampling, 600 nursing students were recruited from two universities in China. Data collection involved five self-report instruments: the Metacognitive Awareness Inventory, Medical Education Environment Evaluation Scale, Learning Motivation Scale, Emotional Intelligence Scale, and Self-Directed Learning Ability Scale. Confirmatory factor analysis was utilized to test the measurement model, while structural equation modeling utilized multiple indices to assess model fit. Bootstrapping was conducted to analyze total, direct, and indirect effects.ResultsAll study variables differed significantly according to age and year level (p < 0.01). Metacognitive awareness positively correlated with the educational environment, learning motivation, emotional intelligence, and self-directed learning ability ( r = 0.493–0.729; all p < 0.01). The test of the measurement model shows good reliability and validity. The model depicting factors influencing metacognitive awareness demonstrated a good fit (χ2/df = 2.42, SRMR = 0.048, RMSEA = 0.049, CFI = 0.947, IFI = 0.935). Path analyses revealed that educational environment (EE), learning motivation (LM), and emotional intelligence (EI) directly impacted self-directed learning ability (SDLA) ( βEE = 0.189, βLM = 0.436; βEI = 0.215; all p < 0.05). Moreover, educational environment and self-directed learning ability directly influenced metacognitive awareness (βEE = 0.224, βSDLA = 0.520; all p < 0.05). Lastly, the educational environment, learning motivation, and emotional intelligence influenced metacognitive awareness by self-directed learning ability.ConclusionMetacognitive awareness in nursing students rises with age and year level. Females exhibit more potent self-directed learning abilities than males. Educational environment, motivation, and emotional intelligence indirectly influence metacognitive awareness via self-directed learning ability. This finding has enriched the ways and perspectives of metacognitive awareness training for nursing students.

Contribution of cognitive status on admission to mobility and balance at discharge from acute rehabilitation for stroke

Acute inpatient rehabilitation is crucial for improving mobility and balance for individuals with stroke. A potentially important factor in the recovery of mobility and balance is cognition. The purpose of this study was to determine the effect of cognition on mobility and balance in acute stroke rehabilitation. This was a longitudinal cohort study based on an inpatient rehabilitation unit at a large academic medical center. Participants were individuals with stroke admitted to acute rehabilitation after an acute care hospital stay (N = 281). Demographic data and predictor variables were collected on admission to the unit. Outcomes were collected at discharge from the unit. Multiple regression analyses were used to determine the associations between cognition (Montreal Cognitive Assessment) on mobility (Functional Independence Measure mobility subscale) and balance (Berg Balance Scale). Subtests from the Montreal Cognitive Assessment were also examined to determine if specific dimensions of cognition could predict balance after controlling for covariates. Dominance analysis was used to determine the relative importance of baseline predictors. In separate models, cognition was a significant predictor of mobility (B = 0.19) and balance (B = 0.28) at discharge after adjusting for admission mobility and balance, as well as age, sex, and length of stay. The most important predictors in both models were baseline mobility and balance, but cognition contributed to the models independently of baseline scores. Cognition was generally more important than age and sex while about equally important as length of stay. In separate models, the visuospatial/executive (B = 0.42) and the delayed recall (B = 0.37) subtests were also significant predictors of mobility. The models’ most important predictors were baseline mobility and balance scores. Cognition is a clinically relevant predictor of mobility and balance in acute stroke rehabilitation. Specific dimensions of cognition, such as executive function, visuospatial function, and delayed recall, may be especially important. Cognitive challenges and meta-cognitive strategies should be included in mobility and balance tasks when possible. Studies that evaluate the efficacy of dual-task training and meta-cognitive approaches are needed.

Identification of Relationship between Meta Cognition and Misconceptions

This study investigates the complex interplay between meta cognition and misconceptions within the educational context, focusing on implications for effective teaching and learning strategies. Aligning with India's National Education Policy (NEP) 2020, which advocates for a transition from rote memorization to in- depth understanding, this research explores the concurrent presence of misconceptions and meta cognition in elementary science education. Meta cognition, the process of reflecting on one's cognitive processes, and misconceptions, or predefined notions that impede authentic learning, are analyzed through influential frameworks, including those developed by Flavell and Nelson and Narens. The MASRL model by Efklides is also incorporated to understand the interplay of meta cognitive knowledge, control strategies, experiences, task characteristics, and learning outcomes. The study highlights the impact of misconceptions as cognitive barriers and their influence on meta cognition, emphasizing the need for effective educational strategies. The literature review explores existing research on meta cognition and misconceptions, showcasing how meta cognition acts as a cognitive mirror, enabling learners to navigate and rectify misconceptions. This research has significant educational implications, highlighting the importance of cultivating self-directed learning, critical thinking, and evidence- based study strategies to enhance academic outcomes. The study concludes by emphasizing the dynamic interplay between meta cognition and misconceptions, offering insights for educators and researchers to design interventions fostering accurate conceptual understanding in learners.

Cognitive and Metacognitive Reading Strategies for Ethiopian Students in English as a Foreign Language

Purpose. This study's purpose is to investigate the effects of explicit cognitive reading strategy training on reading performance and metacognitive reading strategy awareness of Grade 9 students of Heto Secondary School at Hosanna Town, 232, south-west of Addis Ababa. Methodology. For this quasi-experimental study, two parallel home-made tests, a pre-test and a post-test administered before and after the intervention, respectively, and a metacognitive reading strategy awareness questionnaire were used. Data were gathered from 100 participants of experimental and control groups, 50 students from each group, before and after 14 hours strategy training within 12 weeks. SPSS, version 25, was used to analyse data. Independent Samples Test to compare groups, and Paired Samples Test to compare variables/scores of the groups were employed during analysis. Results. The results showed a statistically significant difference between the pre-test and the post-test scores of reading performance (p=.000) of each group. However, the Experimental Group made an increment in reading performance, whereas the Control Group made the opposite, a decrement in reading performance. The relationship of both groups was strong and positive. However, neither group showed significant changes in metacognitive reading strategy awareness. Conclusion. The study concluded that explicit cognitive reading strategy instruction empowered students to outperform reading comprehension and vice versa, though it did not change students’ strategy awareness. This implies that concerned bodies should give due attention to enhancing the explicit approach to cognitive reading strategy teaching.

The impact of a metacognition-based course on school students’ metacognitive skills and biology comprehension

The fast-paced and intricate nature of the current society, coupled with the ongoing changes in educational requirements, calls for the cultivation of higher-order thinking skills. To that end, adopting metacognitive strategies could be instrumental. This paper aimed to evaluate the effects of a 10-week-long metacognition-based biology course on school students’ metacognition and biology comprehension. Employing a mixed-methods quasi-experimental design, the study involved 120 eighth-graders from two public schools. One group was exposed to metacognitive questioning, while the other one continued with regular classroom activities. The results showed that participants who received metacognition-guided instruction achieved higher scores on the biology test and reported improved metacognition as compared to those who followed the standard curriculum. These outcomes were consistent across genders and regardless of whether a student reported a deep or surface learning approach. Qualitative analysis extracted themes of collaboration and understanding among the students. They appreciated the specificity of tasks, which deepened their comprehension, and valued collaborative learning facilitated by metacognitive prompts. These prompts not only enhanced their understanding but also contributed to fostering a positive classroom environment. This research underscores the effectiveness of metacognitive support in enhancing biology education. It advocates for the integration of metacognitive strategies into classroom practices, emphasizing the positive impact they can have on students’ learning experiences and outcomes.

Analysis of English Learning Strategies Performed by Successful EFL Learners in Non-English Department

The objectives of this research were to know and describe English learning strategies that are used by successful EFL learners in non-English departments at the University of Mataram and the factors driving them. This is a descriptive qualitative study using purposive sampling. The samples were 5 Engineering students and 5 Economics students with TOEFL scores of 457 to 560. The data was collected through the Strategy Inventory for Language Learning (SILL) questionnaire version 7.0 and semi-interview. The result of the study reveals that successful EFL learners in Engineering and Economics implement all learning strategies at two different levels. The learners use compensation, metacognitive, and cognitive strategies at a high level, then memory, social, and affective strategies at a medium level. This research found that each learning strategy that the learners performed is intertwined. The naturalistic factors that contribute to driving the appropriation and implementation of those strategies are their English proficiency, learning style, and motivation. While there is no significant influence from gender identity found in this research.

Ai, ei, oi: A Project-Based Interdisciplinary Project Against Gender-Based Violence

Competence describes pedagogical processes involving teachers, students, contents, methodologies, and skills for new social and academic grounds. It encompasses gender equality-based awareness to enhance students’ critical thinking as active educators. This longitudinal study describes an interdisciplinary project to raise awareness of gender equality at secondary school, provides a space for teachers and students to address gender-based violence in a flexible student-based and response-based PBL methodology while self-sustained engagement and motivation heightens more complex cognitive development and competence. Results conclude that intrinsic motivation levels increase dramatically when students’ awareness regarding social impact is accomplished, schools benefit from students’ inclusion in planning and decision-making processes, and gender awareness is enhanced as they become active social educators. Most importantly, students’ self-motivated and sustained increase of meta-awareness and metacognitive strategies relate to active decision-making in the context of gender-based violence and social and academic education.

Self-reflecting strategies applied by EFL high school teachers for teaching quality improvement

ABSTRACT Recent studies in Vietnam found that metacognitive strategies were employed with consistent practice to enhance student learning outcomes significantly. Positive perceptions of reflective teaching practices contribute to teachers’ professional development regarding teaching quality and student outcomes. This study aimed to examine common self-reflecting strategies that were most frequently implemented in the teaching process to improve teaching quality. The tools of the questionnaire and semi-structured interviews were employed to collect quantitative and qualitative data for this descriptive study. The participants were EFL teachers teaching at high schools in most of the provinces in the Mekong Delta. The research findings showed that teachers perceived common strategies of self-reflecting, although they did not often apply them in their teaching performance. Regarding this, they focused on implementing peer observation, students’ feedback, and teachers’ diaries instead of video – audio recordings in their teaching. Some pedagogical implications and research suggestions about the effectiveness of the application of self-reflecting strategies in improving teachers’ teaching or developing their profession were proposed in the study.

Motivation and Metacognitive Strategy Use in Reading English as a Foreign Language Among Adolescent Learners

Motivation and Metacognitive Strategy Use in Reading English as a Foreign Language Among Adolescent Learners

THE EFFECT OF EXPLICIT STRATEGY-BASED INSTRUCTION ON MOROCCAN EFL UNIVERSITY LEARNERS’ USE OF METACOGNITIVE EVALUATING STRATEGIES (RECALLING AND SUMMARIZING) IN READING ENGLISH (L3) WRITTEN TEXTS

This study, derived from one of the major sections of my unpublished doctoral dissertation tackling the correlation between explicit training in cognitive and metacognitive reading strategies (CMRSs) and EFL reading achievement in tertiary education (Defended in 2015), is an endeavor to reveal the perceived effect of metacognitive evaluating strategies (MESs) instruction on Moroccan English Department learners’ strategic reading behavior. Targeting 113 EFL university learners (experimental group: n=63; control group: n=50), the study explores the impact of explicit metacognitive intervention on the learners’ recourse to recalling and summarizing, as metacognitive reading strategies (MRSs) tapped for assessing their understanding of the EFL textual input. To collect the relevant data, explicit reading strategy instruction (ERSI), reading comprehension texts (i.e., narrative, expository), narrative and expository reading tests, and a retrospective questionnaire (RQ) were relied upon. The results evince that, whilst the experimental group (n=63) advanced at the level of both metacognitive evaluating strategies use and text summary-related scores, its counterpart (control group) in the control condition did not reveal any marked increase in the application of the targeted metacognitive evaluating strategies (MESs) and the scores pertinent to text-based summary performance across the pre-post-test stages. Accordingly, a corpus of relevant recommendations and implications are discussed, and a few limitations are set forth.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0799/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Watching subtitled videos with the sound off affects viewers' comprehension, cognitive load, immersion, enjoyment, and gaze patterns: A mixed-methods eye-tracking study.

Every day, millions of viewers worldwide engage with subtitled content, and an increasing number choose to watch without sound. In this mixed-methods study, we examine the impact of sound presence or absence on the viewing experience of both first-language (L1) and second-language (L2) viewers when they watch subtitled videos. We explore this novel phenomenon through comprehension and recall post-tests, self-reported cognitive load, immersion, and enjoyment measures, as well as gaze pattern analysis using eye tracking. We also investigate viewers' motivations for opting for audiovisual content without sound and explore how the absence of sound impacts their viewing experience, using in-depth, semi-structured interviews. Our goal is to ascertain whether these effects are consistent among L2 and L1 speakers from different language varieties. To achieve this, we tested L1-British English, L1-Australian English and L2-English (L1-Polish) language speakers (n = 168) while they watched English-language audiovisual material with English subtitles with and without sound. The findings show that when watching videos without sound, viewers experienced increased cognitive load, along with reduced comprehension, immersion and overall enjoyment. Examination of participants' gaze revealed that the absence of sound significantly affected the viewing experience, increasing the need for subtitles and thus increasing the viewers' propensity to process them more thoroughly. The absence of sound emerged as a global constraint that made reading more effortful. Triangulating data from multiple sources made it possible to tap into some of the metacognitive strategies employed by viewers to maintain comprehension in the absence of sound. We discuss the implications within the context of the growing trend of watching subtitled videos without sound, emphasising its potential impact on cognitive processes and the viewing experience.

Psychotic Experiences Questionnaire. Part 2

BACKGROUND: On the basis of the concept of psychotic and psychotic-like experiences, delusions and auditory hallucinations presented in Part 1 of this article, the structure of the links between psychotic experiences and social anxiety and its components and psychological parameters is analyzed. A mediator model of the relationship between social anxiety and the phase of psychotic alienation — "experiencing external control" — is discussed. AIM: To investigate the parameters and stages of development of psychotic and psychotic-like experiences registered with the Psychotic Experiences Questionnaire in the context of analyzing the structure of relationships with psychological variables (social anxiety, metacognitive and cognitive phenomena). Тo construct a mediator model of the indirect effect of social anxiety components on the “experience of being controlled externally” mediated by thought suppression (“polar bear effect”). MATERIALS AND METHODS: The sample — 122 respondents, includes non-clinical and two clinical groups — with symptoms of the affective spectrum and with symptoms of the psychotic spectrum. The author's ‘Psychotic Experiences Questionnaire’ was used to assess the severity of psychotic experiences, the scales of which represent the phases of the unfolding of the experiences. Social anxiety and its components (author's “Social Anxiety and Social Anxiety Disorder Questionnaire”), cognitive (“Cognitive Flexibility Questionnaire”, “Behavioural Self-Regulation Style — SSPM 2020” questionnaire) and metacognitive (Thought Suppression Scale, author's “Self-Focused Attention Questionnaire”) strategies were determined. RESULTS: Pearson correlation analysis showed significant ‘direct’ associations of early and moderate psychotic and psychotic-like experiences with social anxiety and its components, metacognitive (self-focused attention and thought suppression) parameters, and ‘inverse’ links with cognitive parameters (cognitive component of conscious self-regulation and cognitive flexibility). Correlations with psychological parameters become insignificant in intense psychotic experiences. Using mediator analysis, the full indirect effects of the social anxiety components influence on the enhancement of “experiencing being controlled externally” as a phase of psychotic experiences maximum intensity were measured (mediator — thought suppression). CONCLUSION: Metacognitive strategies, social anxiety, disturbed self-regulation and flexibility play an important role in the genesis and maintenance of psychotic experiences. Significant correlations of the parameters with psychotic experience are shown, but at the height of alienation the significant correlations weaken. At the height of psychotic experience in the absence of direct effects it is possible to explicate the indirect influence of the predictor — social anxiety on the experience of controllability from the outside, mediated by thought suppression. This article is a continuation of the article by Sagalakova OA, Truevtsev DV, Zhirnova OV. Psychotic Experiences Questionnaire. Part 1. Neurology Bulletin. 2024;56(1):23–36. DOI: https://doi.org/10.17816/nb623959

The Role of Metacognitive Writing Strategies in ESL Academic Writing: A Case Study of Malaysian Undergraduates

The Role of Metacognitive Writing Strategies in ESL Academic Writing: A Case Study of Malaysian Undergraduates

Overcoming Academic Writing Challenges: English Language Learning Strategies for Chinese International High School Students in Blended Learning Environments

With the increasing globalisation and the integration of blended learning models, academic English writing has become a critical skill introduced at the high school level. This study investigates how Chinese international high school students develop and apply effective English language learning strategies to address the specific challenges of academic English writing in a blended learning environment that combines offline EFL (English as a Foreign Language) and online ESL (English as a Second Language) instruction. Utilising a qualitative research design, three participants in this special blended learning environment are selected as specific cases. Data were collected through semi-structured interviews, student learning logs, and classroom observations. Findings reveal that students employ a combination of cognitive, metacognitive, and social strategies to address issues in this special blended learning environment. The study underscores the importance of integrating technology with traditional teaching methods, highlighting the effectiveness of blended learning in supporting students' academic writing. These insights offer valuable guidance for educators in enhancing teaching practices and for policymakers in designing supportive educational frameworks.