Improving listening comprehension skill is one of the urgent contemporary educational needs in the field of second language acquisition and metacognitive strategies are proved to help learners manage and self-regulate their listening and overcome deficiencies. Although metacognitive instruction is underscored by previous research, task-based metacognitive instruction is seriously underresearche...

To identify effective treatment for both the spelling and word decoding problems in dyslexia, 24 students with dyslexia in grades 4 to 9 were randomly assigned to treatments A (n=12) or B (n=12) in an after-school reading-writers' workshop at the university (thirty 1-h sessions twice a week over 5 months). First, both groups received step 1 treatment of grapheme-phoneme correspondences (gpc) fo...

The purpose of this article is to review and synthesize the literature linking metacognition and reading in children who are deaf. Although this body of research is sparse, three issues emerge. First, the research implies that current instructional practices used to teach reading to deaf children might actually hinder their development of mature metacognitive knowledge and control. Second, the ...

The purpose of this research was to develop and test a model of effective selfregulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals), metacognition (metacognitive knowledge, regulation and experience), study strategies (metacognitive, dee...

This study examines language learning strategy (LLS) use in connexion with foreign language attitude, proficiency and general school achievement among lower secondary students in Years 5 and 8 (n = 868) in Hungary. An adapted version of the Strategies Inventory for Language Learning questionnaire was used for data collection. The results showed that Hungarian students mainly engage in metacogni...