Use Of Metacognitive Learning Strategies Research Articles

Learners’ characteristics and the mastery of digital education during the COVID-19 pandemic in students of a medical faculty in Germany

BackgroundIn response to the spread of the coronavirus, educational institutions have been closed and digital education has become a new teaching method to ensure the continuity of medical education. Since this format was a new form of learning for students at medical faculties in Germany, little is known about the perception of it and the factors that contribute to successful mastery. The current study aimed to analyze students’ learning experiences during the first online semester and to identify associations between learners’ characteristics and enjoyment, mastery experiences, as well as the perceived stress level.MethodsIn this cross-sectional study, students of a medical faculty from Germany answered an online questionnaire including information about perceptions towards digital education and learners’ characteristics (study skills and dispositions). Data were analyzed using multivariate linear regression analysis.ResultsIn total, 383 students responded to the online survey. A majority of students felt at least somewhat worse about their studies compared to before the pandemic. Success of study tasks was related to preferences for cooperative learning (B = − 0.063, p < .001) and success of study organization was associated to the use of metacognitive learning strategies (B = 0.019, p = .04). Enjoyment of studying in times of digital education was positively related to the use of metacognitive strategies (B = 0.049, p = .04) and self-efficacy (B = 0.111, p = .02). The perceived stress was influenced by cognitive strategies (B = 0.401, p = .02) and test anxiety (B = 0.466, p < .001).ConclusionsAlthough students perceive digital teaching as a good alternative for big courses, those with low self-efficacy beliefs and low self-regulation have problems in coping with the demands of this learning format and need further support.

Investigation of the Individual Characteristics that Predict Academic Resilience

The percentage of students who have lower academic achievement than their peers due to their socio-economical disadvantages is globally accepted as an indicator of inequality. Some students, despite their disadvantages, are as successful as their advantaged peers. The family and individual characteristics, as well as academic experiences, of these students, who are referred to as academically resilient, provide useful information to the institutions that work to increase the academic success levels of other disadvantaged students. Accordingly, this study aims to determine the individual characteristics of academically resilient students with a focus on the PISA Turkey results. In line with the OECD criteria, an equal number of academically resilient (N = 214) and academically disadvantaged students participated in the study. Students who’s economic, social, and cultural index values are amongst the bottom 25% were considered to be disadvantaged, and those who performed level 3 and above in reading proficiency were regarded to be successful. Eighteen individual characteristics measured within the scope of PISA research were included in the study as independent variables. Binary logistic regression analysis was used in the analysis of the data. The regression model created in line with the findings was found to predict 67 percent of the variance in academic resilience and make an accurate classification of 85 percent. The predictors of academic resilience, in order of their power, are grade repetition, use of metacognitive learning strategies (understanding, summarizing, evaluating credibility), reading for enjoyment, attitude towards academic competition, self-efficacy, and the desired occupation.

Effect of metacognitive learning strategies on English language performance among students in Kenya

The study investigated the effect of metacognitive learning strategies on academic performance in English language among students in public secondary schools in Kenya. The study adopted Solomon four-group experimental design. The participants comprised 283 Grade 11 students from four public secondary schools. The study utilised a modified standardised metacognitive learning strategy questionnaire (MLSQ) to measure the use of metacognitive learning strategies by students in English language. Cronbach's alpha (α) was computed to investigate the internal consistency of the questionnaire and the overall reliability coefficient of α = 0.827 was reported. The findings is that there is significant difference between experimental group posttest scores (Group-3) and control group posttest scores (Group-4), t(53) = -8.095 (p < .05). The conclusion is that metacognitive learning strategies are effective in enhancing student's academic performance in English language. Teachers of English language should therefore utilise metacognitive learning strategy during instruction in schools.

Implementing Meta-cognitive Learning Strategies to Improve Intertextual Arabic Comprehension Competences: An Intervention Study Among Arabic-speaking Tenth Graders

Intertextual understanding is a complex cognitive process that involves linguistic and cognitive skills together with the application of appropriate learning strategies, in order to understand the implicit meaning of the text. To foster intertextual skills among the learner as a habit of thinking, the present study made use of meta-cognitive learning strategies, due to their pedagogical benefits demonstrated in previous studies. Based on experimental research, the aim of the study was to examine to what extent the use of meta-cognitive learning strategies (as opposed to traditional methods) will lead to improved intertextual skills among tenth graders, and how it affects the understanding of intertextual texts. An intervention group (n=27) and a control group (n=27) from the same school were instructed during twelve weeks: the intervention group was taught using meta-cognitive strategies, while the control group was taught using classic ones. The findings indicated a significant improvement in the general score of reading comprehension in the intervention group, that involved three of four intertextual skills. The study recommends the usage of meta-cognitive instruction strategies in reading comprehension lessons.

Examining the Relationship Between Turkish Teacher Candidates’ Metacognitive Learning Strategies and Critical Listening Attitudes

This study aims at examining the relationship between Turkish teacher candidates’ metacognitive learning strategies and critical listening attitudes as well as determining whether theircritical listening attitudes and the use of metacognitive learning strategies vary with gender, age, year in college, and grade point average (GPA). Accordingly, a correlational survey design was used. The sample of the study consists of 191 Turkish teacher candidates studying at the Turkish teacher education program of Amasya University, Faculty of Education. The Metacognitive Learning Strategies Determining Scale developed by Gündoğan Çöğenli &amp; Güven (Bilişüstü…) and the Critical Listening Attitude Scale developed by Taşkın were used as data collection tools. The data were analyzed using statistical package software SPSS 22.0. T-test, ANOVA, and correlation analysis were performed. A positive correlation was determined between Turkish teacher candidates’ critical listening behaviors and the use of metacognitive learning strategies.We believe that the findings of this study will contribute to determining critical listening attitudes.

Cross-cultural differences in foreign language learning strategy preferences among Hungarian, Chinese and Mongolian University students

The present study explores English as a foreign language (EFL) learning strategies used in Hungarian, Chinese, and Mongolian university students with different cultural and linguistic backgrounds. A total of 519 university students participated in the survey from the three different countries. The Strategy Inventory for Language Learning (SILL), developed by Rebecca Oxford (2003), was administered to explore cross-cultural differences in strategy use in the study. To explain cultural divergences, we employed Hofstede's 6-D model of cultural values. The study identified a number of cross-cultural similarities and differences in strategy use among these three groups. All the subsamples similarly preferred the use of metacognitive learning strategies; however, there were some significant differences among the countries. A significant difference was observed in cognitive language learning strategy usage for the Hungarian subsample compared to the Mongolian subsample. With regard to the affective field, we noticed that the Mongolian and Chinese students employed affective strategies significantly more frequently. The Hungarian students rated the use of affective strategies the lowest by comparison. These differences may be partly linked to the cultural traditions of the participating countries. Our findings also suggest that although students' cultural background is a significant factor, linguistic and educational background and teaching traditions are also crucial.

Which comes first? Modeling the relationships among future goals, metacognitive strategies and academic achievement using multilevel cross-lagged SEM

Goals are important determinants of learning and achievement. The extant literature has mostly focused on unidirectional effects with goals typically modelled as antecedents of metacognitive strategies and academic achievement. However, the relationships among goals, metacognitive strategy use, and achievement are likely to be dynamic and variables might reciprocally influence each other. This study aimed to examine how future goals, metacognitive strategies, and achievement dynamically influence each other across time. A sample of 6290 students from 16 secondary schools in Hong Kong participated in our three-year study. Survey and achievement test data were collected three times with one-year intervals. Results of multi-level cross-lagged structural equation modeling showed that: (1) intrinsic goals are adaptive because they are associated with lower pursuit of extrinsic goals and higher levels of achievement; (2) the use of meta-cognitive learning strategies is associated with an increase in intrinsic goal pursuit; and (3) higher levels of achievement drive the subsequent use of metacognitive strategies. Theoretical and practical implications are discussed.

Bringing a Learning Strategies Project to Scale in a First-Year Seminar

This paper describes the impact of a learning strategies intervention conducted in first-year seminar courses that, 1) disaggregated components of academic skills into meaningful components for first-year students, 2) taught students academic skills within an authentic context, and 3) scaled-up the intervention for implementation at a programmatic level. This work is grounded in research on metacognition, self-regulation, and motivation, as well as literature on the academic transition to college. Results reinforced earlier findings indicating significant improved use of metacognitive learning strategies, even when the intervention was expanded to include multiple instructors in multiple course sections. Further research is needed to determine the precise factors precipitating improvement when the project was brought to scale.

Self-regulated learning among teacher education students: Motivational beliefs influence on the use of metacognition

In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students’ reported use of metacognition. Students’ self-reported self-efficacy and task value explained 38% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students’ metacognitive skills to focus on enhancing their efficacy and value beliefs.

Monitoramento e controle metacognitivo na resolução de problemas em física: análise de um estudo comparativo

O presente trabalho tem a finalidade de investigar a atividade de resolução de problemas do tipo lápis e papel, em termos da importância de se favorecer aos estudantes momentos de tomada de consciência sobre seus conhecimentos, de estimular a monitoração e de exercer o controle das ações. De forma mais específica, o estudo busca avaliar o desempenho acadêmico dos estudantes do ensino médio em situações de resolução de problemas do tipo lápis e papel, quando guiados por instruções que levam à necessidade de reelaborar o enunciado e ilustrar o problema utilizando os seus conhecimentos prévios. O embasamento teórico encontra-se vinculado à inserção de estratégias de aprendizagem metacognitivas como possibilidade de auxiliar os estudantes na compreensão e solução dos problemas em Física. A investigação, de cunho qualitativo, busca analisar e comparar duas turmas de primeiro ano do ensino médio – sendo uma orientada para recorrer ao pensamento metacognitivo e outra não – quanto aos seus desempenhos acadêmicos, diante de quatro problemas clássicos de cinemática. Os resultados apontam que a proposta didática envolvendo o uso de estratégia de aprendizagem metacognitiva mostra-se mais eficiente em termos de diálogos dos alunos com os problemas apresentados, na busca por solucionar os problemas, e do número de acertos nas questões propostas.

Could Explicit Training in Metacognition Improve Learnerss Autonomy and Responsibility?

This paper aims at highlighting the importance of students' training in metacognitive learning strategies as a way to build their autonomy and responsibility. It concerns itself with providing a practical educational model for college preparatory year programs. The suggested prototype is informed by a small scale research that involved 44 students and 14 EFL teachers in a college in Saudi Arabia , the findings of which suggest that students who join the program need explicit training in the use of metacognitive language learning strategies. The model also draws on the experience of the author as a teacher and manager of the English language center where the study took place. The collected data confirms what has been reported in the related literature and suggest that explicit training in the use of metacognitive learning strategies would help new college students to develop both autonomy and responsibility.

Could Explicit Training in Metacognition Improve Learners’ Autonomy and Responsibility?

This paper aims at highlighting the importance of students' training in metacognitive learning strategies as a way to build their autonomy and responsibility. It concerns itself with providing a practical educational model for college preparatory year programs. The suggested prototype is informed by a small scale research that involved 44 students and 14 EFL teachers in a college in Saudi Arabia , the findings of which suggest that students who join the program need explicit training in the use of metacognitive language learning strategies. The model also draws on the experience of the author as a teacher and manager of the English language center where the study took place. The collected data confirms what has been reported in the related literature and suggest that explicit training in the use of metacognitive learning strategies would help new college students to develop both autonomy and responsibility.

The impact of expanding advanced level secondary school students' awareness and use of metacognitive learning strategies on confidence and proficiency in foreign language speaking skills

ABSTRACTIn an increasingly multilingual world, the question of how to improve foreign language speaking skills of pupils in British schools is of paramount importance to language teachers and policy-makers today. This paper examines how an explicit focus on metacognitive strategy use within secondary school foreign language lessons impacts pupils' confidence and proficiency in speaking. The small-scale action research study was conducted with a class of five Year 12 (age 16–17) Advanced Level learners of French in a secondary school in England. While all of the pupils generally achieved well in the reading, writing and listening aspects of the course, they performed considerably less well in speaking tasks. The primary aim of this study was therefore to introduce the students to a range of metacognitive learning strategies with a view to improving their confidence and proficiency in speaking. Data were collected from questionnaires, interviews, strategy checklists and assessment marks collected both before and after a six-week period of strategy instruction. The findings indicate that the use of learning strategies seems to have had a positive impact on pupils' confidence and proficiency in speaking and after the intervention the participants reported an increase in how much they both valued and used a range of metacognitive strategies.

Effects of Increased Self-Regulated Learning Opportunities on Student Teachers’ Motivation and Use of Metacognitive Skills

This intervention study focused on the relationships between primary student teachers’ self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student teachers were monitored by questionnaires measuring opportunities for SRL offered by the program. Questionnaires were also administered monitoring student teachers’ motivation and metacognition. During data collection, teacher educators participated in training courses and tutorial conversations aimed at increasing student teachers’ SRL opportunities in the curriculum. At the end of the research period, all teacher educators and a sample of student teachers were interviewed. Results indicate that student teachers’ use of metacognitive skills increased significantly in learning environments with increased SRL opportunities. Student teachers’ motivation for learning was also enhanced, although to a lesser degree. Finally, significant correlations were found between the metacognitive study process construct and the motivational constructs measured.

Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development

This intervention study focused on the relationships between student teachers’ self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers’ use of metacognitive learning strategies increases significantly in learning environments with increased SRL opportunities. In opposite to these findings, no significant difference was shown between student teachers’ motivation for learning before and after the research period. However, student teachers’ expectancy, a component within the motivational construct, did increase significantly in the research period. Finally, minor significant positive correlations were found between the metacognitive and motivational constructs measured. In general, the level of SRL opportunities turns out to be a moderate predictor of student teachers’ use of metacognitive learning strategies and motivation for learning, both important constructs for their academic career.

Metakognityvinių mokymosi strategijų raiška universitetinėse specialybės užsienio kalbos studijose: mokymosi aplanko studija

The use of metacognitive strategies of learning in universities has been identified as a key factor in learning and teaching; however, little known research has focused on the influence of portfolio method on students’ use of metacognitive learning strategies in ESP courses. This study was aimed at discussing the role of portfolio use in university studies and examining the impact of the learning portfolio on students’ use of metacognitive learning strategies while studying English for Law. The results indicate a positive influence of the learning portfolio on the use of the metacognitive strategy of organising, assessing, controlling and planning one’s learning.

Metacognitive learning strategies: differential development patterns in high school

The main objective of this study is to identify the development of students’ self-reported use of metacognitive learning strategies during high school. Therefore, the study analyses the differential development patterns of 1,432 students, between grade 10 and 12, in a longitudinal sample. The results suggest that, from a global perspective, there is no development of students’ self-reported use of metacognitive learning strategies during high school. The expected gender-specific differences in favour of female students are replicated in this sample. However, the self-reported use of monitoring and evaluation strategies tends to converge between genders during high school, whereas the differences in the self-reported use of planning strategies remain stable. The consequences for the understanding of metacognitive development are discussed.

Teachers’ voices on integrating MCAG into Reading Assessment Tasks

The paper is an attempt to address, on behalf of the teacher of reading, some pedagogically significant aspects of metacognition. A study was designed to test the effect of using Metacognitive Awareness Guidance (MCAG) in reading assessment tasks given to nine year old pupils (fourth grade in Israel). MCAG addresses five basic habits of mind (HOM) through questions and activities. The rationale for applying it was influenced by Vygotsky’s notion of the “zone of proximal development”. After the study ended, each teacher whose class was part of the treatment group was interviewed. The purpose of the interviews was to gain the teachers’ perspectives, thoughts and opinions on applying MCAG to assessment tasks in reading; its role and effects on learner performance and outcomes; and its influence on their daily teaching and learning activities. Their reactions related to four aspects: the use of self‐talk, the use of metacognitive learning strategies, the written MCAG and integrating habits of mind into reading assessment tasks. The implications of the findings are discussed.