of metacognition into two separate categories known as metacognitive knowledge and metacognitive regulation and then the continued breakdown of those categories into further groups. Giving examples of both cognitive strategies and metacognitive strategies. Describing the fundamental role intelligence plays on metacognition and the numerous theories behind the idea that metacognition and intelligence go hand in hand. Why metacognitive strategies have been beneficial in the educational field and how
Metacognition is classified into three components: 1. Metacognitive knowledge (also called metacognitive awareness) is what individuals know about themselves and others as cognitive processors. 2. Metacognitive regulation is the regulation of cognition and learning experiences through a set of activities that help people control their learning. 3. Metacognitive experiences are those experiences that have something to do with the current, on-going cognitive endeavour. Metacognition refers to a level
student learning. For instance several researches viewed metacognition as a predictor of learning (Flavell, 1979; Glaser, 1990; Veenman &Elshout, 1995; Wang, Haertel, & Walberg, 1993). Metacognition involves knowledge of cognitive, affective and motivational characteristics of thinking (Paris & Winograd, 1990). Metacognition is thinking about thinking (Corno & Mandinach, 1983). Metacognitive skills include procedural knowledge that is required for the regulation of and control over one’s learning activities
Chapter 1: Introduction The current study is intended to explore instructional solutions to problems in employing appropriate listening strategies faced by my students of Listening 3 class. As the problems observed in my Listening 3 class are similar to those observed by some researchers in the field of Foreign Language Teaching (FLT), my study will benefit from previous research results. Much of these results has influenced my study. The teaching of English academic listening in foreign language
The word strategy “comes from the ancient Greek word ‘strategia’, which means steps or actions taken for the purpose of winning a war (Oxford, 1990). The warlike meaning of the word ‘strategia’ has fallen away, but the control and goal directedness remain in the modern version of the word” (Oxford, 1990, p.8). The term “strategy” has been defined differently by different researchers. In the context of language learning, the term ‘strategy’ refers to a specific kind of action resorted by learners
Listening skill is vital in language learning because aural input helps language acquisition and language use. Without understanding the input at the right level, any learning simply cannot begin. Spoken language provides a means of interaction for the learner, since learners must interact to achieve understanding, access to speakers of language is essential. Listening is an interactive process because for comprehension the brain acts on the impulses that bear various cognitive and affective mechanisms
research was a self-regulation questionnaire. The format of this questionnaire follows the design of Metacognitive Awareness Inventory (MAI) by Schraw and Dennison (1994) which uses the checklist format. Initially, the inventory contains a list of statements and True or False alternative to let students reflect on their awareness of their metacognitive knowledge and self-regulation in learning. However, for the purpose of data collection in this research, the adaptation process was carried out on
(2001) believe that, should teachers realize the type of strategies their students use and the specific way, in which they employ them in different contexts, they will come to a firmer grasp of the root of the students' issues with reading strategies. This study could be innovative considering the fact that it may contribute to the betterment of the reading courses in Iran, and help the teachers locate the specific metacognitive strategies employed by Iranian English language learners, specifically
Moreover, students’ learning styles are different, influenced chiefly through socialization along with cognitive development in the home culture. I remember that