Use Of Metacognitive Strategies Research Articles

Uncovering the nonlinear relationship between metacognitive strategy use and L2 achievement from the lens of the Island Ridge Curve: more is not always better

Metacognitive strategies are essential to second/foreign language (L2) acquisition. However, the individualized use of metacognitive strategies and their relation to L2 learning has been understudied. Guided by the theory of the Island Ridge Curve (IRC), the current study used latent profile analysis (LPA) to explore university students’ unique patterns of metacognitive strategy use during L2 (English) acquisition. A total of 1180 undergraduates (freshmen and sophomores) participated in this study. Results of LPA revealed four profiles of strategy use: low, medium, high, and extremely high strategy profiles. Multinomial regression analysis indicated no significant effect of gender on the four strategy profiles but a significant negative effect of grade level on the extremely high strategy profile, meaning second-year students are less likely to overuse metacognitive strategies than first-year students. An analysis of variance showed that students’ English achievement increased steadily from the low to the extremely high profile. However, a post hoc analysis indicated that the change in English achievement from the high to the extremely high strategy profile was non-significant. This nonlinear relationship provides further evidence reinforcing the fluid relationship between metacognitive strategies and English achievement. More importantly, this study validates the IRC theory in the context of L2 acquisition.

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.

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

Metacognitive strategies in mathematical modelling: a case study with engineering students

During the last years, mathematical modelling has been entering the field of engineering education because it is a bridge between mathematics and industry that also promotes the development of skills that require the engineer of the twenty-first century. Nevertheless, the modelling process is involved and requires the deployment of cognitive skills of superior level, particularly metacognitive skills. This contribution presents the results of a multiple qualitative case study on metacognitive strategies used by groups of engineering students associated with each transition of the mathematical modelling process. During the development of the course, observations and retrospective interviews were carried out, which evidenced the use of metacognitive planning strategies from simplification to interpretation; metacognitive monitoring strategies throughout the modelling process, metacognitive regulation strategies from mathematization to mathematical work and metacognitive evaluation strategies during simplification, mathematization and validation. The results expand the classification framework of metacognitive strategies for engineering students.

A study of project-based learning to intermediate EFL learners in reading class: enhancing self-regulated learning of post-secondary students in Macao

AbstractThis study explored two new pedagogical conceptions—project-based learning (PBL) and self-regulated learning (SRL), to enhance effective English teaching and learning in Macao, and to prepare EFL learners for life-long learning. PBL makes English instruction engaging and SRL empowers learners to take ownership of their learning process. The combination of these two methodologies can facilitate students to develop into independent and efficient English learners. The study, guided by Zimmerman’s cyclical phase model of SRL and English and Kitsantas’ PBL/SRL model, was action research which aimed to investigate whether PBL could positively influence the development of intermediate EFL learners’ SRL ability at the post-secondary level in Macao. Research instruments included questionnaires, interviews, students’ reflective notes and teacher’s field notes. Both qualitative and quantitative findings indicated improvement in the students’ SRL ability, reflected in three aspects—motivation, metacognition, and behaviors. The students’ motivational beliefs were significantly strengthened, and more self-regulated behaviors were generated. Though the use of metacognitive strategies did not showcase as significant enhancement as the former elements through the study, the experimental group made progress in using some specific strategies, such as evaluating learning outcomes and making study plans. The summary of the study is that PBL was beneficial to the development of SRL. This research endeavor not only contributes to the existing body of knowledge but also serves as a catalyst for educators to advocate policy reforms, fostering the design of learner-centered, flexible, and coherent post-secondary EFL curricula.

Using mental contrasting to promote flow experiences at work: A just-in-time adaptive intervention

Using repeated measurements in everyday life, we assessed whether a smartphone-based just-in-time adaptive intervention prompting use of metacognitive strategies enhances flow at work. Assuming that setting clear goals and disengaging from unattainable or undesirable goals enables individuals to engage in tasks aligned with their skills, we expected that mentally contrasting positive outcomes of a wish with an inner obstacle to the realization of this wish increases flow compared to a simple goal-setting strategy. We reminded participants (N = 59 knowledge workers) either adaptively or statically to use mental contrasting or the control goal-setting strategy. Repeated strategy use increased the likelihood of experiencing flow regardless of the specific strategy employed. However, results show that flow increases more over time when applying mental contrasting than the control strategy. Our findings fail to confirm the superiority of the prompt using an adaptive decision rule for when the person receives support compared to the static prompt. We discuss the necessity of assessing extended periods to examine differences between adaptive and static support in terms of habit formation and intervention fatigue. Our study contributes to the development of smartphone-based, adaptive interventions for knowledge workers which enable them to autonomously increase their flow in everyday life.

Metacognitive strategies, writing self-efficacy and writing anxiety in different learning modes: A two-wave longitudinal model

Writing difficulties stemming from cognitive and emotional factors contribute to heightened levels of writing anxiety. Studies have highlighted the pivotal roles of metacognitive strategies and writing self-efficacy in predicting writing anxiety, particularly in cross-sectional analyses. However, how these constructs interact with writing anxiety in longitudinal studies remains relatively understudied. Therefore, it is essential to develop a comprehensive understanding of metacognitive strategies and self-efficacy to effectively mitigate writing anxiety for English as a foreign language (EFL) learners. We administered three questionnaires on metacognitive strategies use, writing self-efficacy, and writing anxiety to 301 participants across online and offline learning modes. We employed a two-wave longitudinal model to explore the possible temporal correlations. The findings indicated negative reciprocal correlations between the metacognitive strategies use in writing context and writing anxiety. Writing self-efficacy positively predicted metacognitive strategies use and negatively predicted writing anxiety. Writing self-efficacy did not act as a moderator in the relationship between metacognitive strategies use and writing anxiety, implying that the impact of metacognitive strategies use on anxiety levels remains consistent regardless of learners' self-efficacy. The current study offers valuable insights to EFL educators on integrating metacognitive strategies and self-efficacy to mitigate learners' writing anxiety.

A cross‐linguistic approach to investigating metacognitive regulation in writing among Chinese EFL learners: Insights for its trait/state distinction

AbstractMetacognitive regulation refers to learners’ ability to use a repertoire of metacognitive strategies to guide, observe, and manage thoughts, actions, and emotions in learning activities. It has been widely acknowledged as a significant predictor of language learning success, including writing. However, this line of research has been conducted in a single language context, and the interactions across L1 and L2 contexts have received insufficient scholarly attention. Situated in mainland China, we raise an innovative attempt to investigate metacognitive strategies in writing with a cross‐linguistic approach, thus illuminating the conceptualization of metacognitive regulation by testing its trait/state distinction. A group of 502 university students from different disciplinary majors were recruited to report their metacognitive strategy use in L1 and L2 task‐situated writing by filling in the assigned post‐task questionnaires. Multigroup confirmatory factor analysis (MGCFA) on the two questionnaire datasets provided empirical evidence for the cross‐language generalizability of metacognitive regulation in writing with the identified measurement invariance of the factor structure between L1 and L2 contexts, indicating its trait facet. However, the latent mean comparison results revealed that the actual usage frequency of metacognitive strategies scored significantly higher in L1 writing than in L2 writing, suggesting the state facet. These results are discussed extensively in this study to inform relevant theories and pedagogical activities.

Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language

AbstractThis study investigates the use of metacognitive strategies by young emergent multilingual students in a translanguaging pedagogy scenario. From a multilingual perspective, we understand metacognition as a broader concept that refers to the learning or thinking processes that encapsulate metalinguistic and crosslinguistic awareness. We focus on the performance phase of the reading process where students deploy strategies and monitor the progress and quality of the activity. The participants were 48 bilingual fifth graders in a multilingual school in the Basque Autonomous Community in the north of Spain; 39.5% of the students had Basque as their first language, while 60.5% had Spanish, similar to the sociolinguistic context of the school, and all were learning English as a foreign language. Data for this study were collected in the English class while the students were set in pairs to complete a reading comprehension task. Their performance was audio‐recorded, and language‐related episodes were analysed to explore the strategic behaviour of the students. This analysis identified episodes where students talked about either their language production or language use. The findings show that although pedagogical translanguaging focuses mainly on raising crosslinguistic awareness, it can also develop a broader metalinguistic awareness and facilitate metacognitive reflection. The study highlights the link between enhancing metalinguistic awareness and the development of multilingual students' metacognitive knowledge for effective self‐regulated strategic behaviour when reading in a foreign language.

Non-native English-speaking (NNES) students’ English academic writing experiences in higher education: A meta-ethnographic qualitative synthesis

This meta-ethnography synthesises 26 qualitative studies published since 2000 to explore factors shaping NNES students' English academic writing experiences in higher education. The findings reveal that students' writing experiences are significantly influenced by their prior educational backgrounds, current learning contexts, self-perceived writing capabilities, and the strategies they employ to navigate various writing challenges, including a lack of preparedness, insufficient institutional support, and inadequate academic and linguistic competence. The findings also indicate that students' adaptive strategies, such as the use of cognitive, meta-cognitive, and social strategies, play a crucial role in mitigating academic writing deficiencies. The findings underscore the need for higher education institutions to implement more responsive and inclusive support systems that address the cognitive, linguistic, and affective dimensions of students' academic writing endeavours. Drawing upon the findings, a conceptual framework is developed, providing a holistic view of factors mediating students' writing experiences and offering theoretical and practical implications for enhancing educational practices and policies to better support these students’ academic endeavours.

Lecturers’ Perceptions on the Use of Metacognitive Strategies in Teaching Listening

Various strategies can be used for teaching listening. Some lecturers have applied metacognitive strategies in their teaching-learning process to help their students comprehend listening skills. This research aims to examine lecturers’ perceptions of how they use metacognitive strategies in teaching listening. Moreover, this research employed a qualitative methodology. The instrument used was an interview consisting of 7 questions related to how well the lecturers were familiar with metacognitive strategies and how they helped their students in using them in their listening class. Furthermore, the sampling technique used was purposive sampling with the targeted participants who had experience in teaching listening as lecturers. 13 lecturers participated in this research. Then, the data were thematically analyzed. The results showed that the lecturers—called participants thought that it was important to have before, during, and after listening activities to support students absorbed how to think about their thinking process. In addition, the result also found that all of the lecturers had not followed any specific training about how to apply metacognitive strategies in listening class. From the result of the research, it can be concluded that the lecturers think that metacognitive strategies can provide more assistance to students to enhance their listening skills.

THE USE OF METACOGNITIVE STRATEGY AND STUDENTS’ ENGLISH ACHIEVEMENT

This study investigated the correlation between students' use of metacognitive strategies and their English achievement in grade XI Science at SMA Advent UNKLAB. The study aimed to explore the level of metacognitive strategy use among students, assess their English achievement, and determined if there is a significant correlation between metacognitive strategy use and English achievement. The research employed a quantitative approach, utilizing descriptive and correlational methods. Data was collected through a questionnaire adapted from Bessai (2018) to measure metacognitive strategy use, and English mid-test results are used for academic achievement. The study includes 118 students from four different classes in grade XI Science. The findings revealed that students exhibit a high level of metacognitive strategy use, with a mean score of 3.71. Additionally, their English achievement is considered good, with an average score of 86. The Pearson correlation coefficient indicated a significant positive correlation (r = 0.374, p = 0.001) between students' metacognitive strategy use and their English achievement. In conclusion, this study recommended that teachers motivate students to use metacognitive strategies for learning English. Further investigations in different school environments and grade levels are suggested for a deeper understanding of this relationship.

The Use of Metacognitive Strategy in English Reading Comprehension

The Use of Metacognitive Strategy in English Reading Comprehension

Effects of short- and long-term prompting in learning journals on strategy use, self-efficacy, and learning outcomes

In learning journals, prompts were shown to increase self-regulated learning processes effectively. As studies on effects of long-term prompting are sparse, this study investigates the effects of prompting cognitive and metacognitive self-regulation strategies short-term and long-term in learning journals on learners’ strategy use, self-efficacy, and learning outcome. Therefore, 74 university students kept a weekly learning journal as follow-up course work over a period of eight weeks. All students’ learning journals included prompts for a short-term period, half of the students were prompted long-term. While self-efficacy was assessed via self-reports, strategy use was measured with self-reports and qualitative data from the learning journals. Learning outcomes were assessed via course exams. Short-term prompting increased self-reported cognitive and metacognitive strategy use, and the quantity of cognitive strategy use. Yet, it did not affect self-efficacy, which predicted the learning outcome. Irrespective whether prompting continued or not, self-reported cognitive and metacognitive strategy use, and self-efficacy decreased. Qualitative data indicate that the quantity of learners’ cognitive strategy use kept stable irrespective of the condition. The results indicate that short-term prompting activates cognitive and metacognitive strategy use. Long-term prompting in learning journals had no effect on strategy use, self-efficacy, and performance. Future research should investigate possible enhancers of long-term prompting like feedback, adaptive prompts or additional support.

The effectiveness of metacognitive strategies for online reading in a foreign language at university

Introduction. The authors addressed the problem of using metacognitive strategies as an effective way to develop students’ lexical knowledge when reading online in foreign language classes at a university. The purpose of the study is to substantiate the effectiveness of using metacognitive strategies when students read online and to evaluate their impact on the success of learning reading and vocabulary. Materials and Methods. In order to achieve the purpose of the study, the authors used theoretical (analysis, comparison) and empirical (observation, survey) methods. The experimental groups of students completed an electronic survey, which included a set of questions distributed into sections covering adapted questionnaires to assess the reasons for students performing certain actions in the process of reading, planning, monitoring and evaluating what they read, as well as a set of factors that can influence the improvement of students’ lexical knowledge. Results. The authors analyzed and summarized the results of students’ work with texts, exercises and vocabulary in three experimental groups of students, divided according to the degree of using metacognitive strategies in teaching online reading, and came to the conclusion that students of the first experimental group who took a course in metacognitive strategies surpassed students in the other two groups in terms of their ability to plan, control and evaluate reading (according to questionnaire data). Students of the first experimental group showed the best results in mastering lexical skills. Thus, the use of metacognitive strategies in teaching online reading has contributed to better results for students when working with texts and vocabulary. Conclusions. The results of the study demonstrate that teaching students metacognitive strategies for online reading is an effective way to work with texts and vocabulary in foreign language classes.

Role of Achievement Motivation and Metacognitive Strategies Use for Defining Self-Reported Language Proficiency

The present study aims to explore the role of achievement motivation and metacognitive strategies for defining self-reported language proficiency in the context of English as a Second Language. Moreover, the study also investigates the complex relationship that exists between motivation, metacognitive strategy, and self-reported language proficiency as they have recently been identified as key predictors of language proficiency. The present research delves into the ways motivation and metacognitive strategies help learners in acquiring self-reported language proficiency. Further, it highlights the skills that can be targeted by using these strategies. The study indicates that enabling learners with positive attitudes, motivation, and metacognitive strategies can have a constructive effect on learning. To determine the important role, achievement motivation and metacognitive strategies play in defining self-reported language proficiency, the study collects responses from 113 participants who will complete three Questionnaires (one each) on self-reports of language proficiency, metacognitive strategies, and achievement motivation. The measures of Achievement Motivation, Metacognitive Strategies, and Self-reported scores of English language proficiencies (skill-wise) will be collected through the respective instruments, Deo-Mohan Achievement Motivation Scale (n-Ach), Metacognitive Reading Strategies Questionnaire (MRSQ), and Self-Reported Language Proficiency Scores.

Keterampilan Membaca Berbasis Strategi Metakognitif pada Mahasiswa Perbankan dan Keuangan Politeknik Negeri Medan

This research aims to determine English reading skills through metacognitive strategies. This research method uses descriptive and qualitative methods. Data in the form of English learning results in tertiary institutions. Research data analysis uses data reduction, data presentation, and drawing data conclusions. The results of this research show that authentic assessment is appropriate to use for English reading skills because it can measure individual reading performance and development. Besides that, the use of metacognitive strategies can be a clear link between students' English reading abilities and the development of their abilities. Second, an authentic assessment pattern that is suitable for students, namely prioritizing learner characteristics, meaning that each individual assessment is different from other individuals because it is based on performance or self-mastery in reading skills.

Time-dependent relations between emotion regulation, frustration, and metacognitive strategy use in technology-mediated learning

ABSTRACT Understanding how learners regulate their emotions and engage in metacognitive strategies is crucial for fostering self-regulated learning, particularly in technology-mediated learning. This study examines the temporal relationships between two emotion regulation (ER) strategies, reappraisal and suppression, frustration, and use of progress monitoring as metacognitive strategy, within the context of an educational game on financial literacy. The study involved 82 undergraduate students whose levels of frustration, progress monitoring behaviour, ER strategies were assessed at various points during the learning task. Findings revealed that the use of both reappraisal and suppression decreased during the learning task. Additionally, both ER strategies were negatively associated with frustration, although the relationship between reappraisal and frustration diminished over time. Frustration was negatively related to progress monitoring, indicating that effective emotion regulation can help maintain engagement in metacognitive strategies by keeping cognitive resources available. Notably, suppression and progress monitoring showed a positive relation that increased over time, highlighting the potential usefulness of suppression in extended learning tasks, despite its generally lower effectiveness compared to reappraisal. The results highlight the importance of considering temporal dynamics in the application of ER strategies during extended learning. Practical implications for the design of technology-mediated learning environments and educational interventions are proposed.

The power of metacognitive strategies to enhance critical thinking in online learning

The aim of this study is to verify whether the use of a digital tool, designed to promote the use of metacognitive strategies in self-regulated learning, increases the level of critical thinking during the learning process in trainee teachers in official online master's degrees. The Critical Thinking Questionnaire (CPC 2) was used to assess different dimensions of critical thinking in a sample of 225 students from an online university's master's degree in educational technology. The results showed significant improvements in all dimensions (substantive and dialogic) and associated basic skills (reading, writing, and speaking) for those who used the tool for the promotion of metacognitive strategies. Therefore, it is suggested to work on specific strategies to develop critical thinking as a basis for improving their self-regulated learning.