Intelligent Tutoring Systems (ITS) are computer programs that model learners’ psychological states to provide individualized instruction. They have been developed for diverse subject areas (e.g., algebra, medicine, law, reading) to help learners acquire domain-specific, cognitive and metacognitive knowledge. A meta-analysis was conducted on research that compared the outcomes from students lear...

This study uses design-based research to explore how negotiated assessment contributes to students’ metacognitive processing. Metacognitive processing is shown to be linked to self-regulation and the development of generic skills. The research derived a conceptual framework from the literature that was integrated into a face-to-face learning strategy and evaluated. The results of this study wer...

The researchers examined the Metacognitive Awareness Inventory (MAI) (Schraw and Dennison,1994) to determine how it relates to broad and single measures of academic achievement in college students. Correlations were found between the MAI and cumulative GPA as well as end of course grades. Scores on the MAI significantly differ between graduate and undergraduate students. Professors’ use of the ...

Although the concept of metacognition has received considerable attention for its impact on learning across disciplinary areas, it has not been sufficiently discussed in the context of L2 academic reading and writing. In this paper, we bring together two theoretical frameworks, genre analysis and metacognition theory, and discuss the concept of metacognitive genre awareness. Drawing on the anal...

When learning addition, children appear to perform a remarkable feat: as they practice counting out sums on their fingers, they discover more efficient strategies while avoiding conceptually flawed procedures. Existing models that seek to explain how children discover good strategies while avoiding bad ones postulate metacognitive filters that reject faulty strategies. However, this leaves unex...

Strategy instruction (SI) and strategy-based writing (SBI) in English recent years have obtained great attention for having considerable educational evaluation usefulness. Studies on how strategic teaching improves students’ ability were limited, resulting significant gaps the declarative procedural knowledge of among university freshmen. To address this gap, study was conducted to examine effe...

The current article was an attempt to investigate the effect of semantic mapping strategy instruction on reading comprehension performance of EFL learners. To this end, thirty homogeneous Iranian intermediate EFL learners attending a language school in Bonab, Iran, were randomly assigned to two groups, one as the experimental and the other as the control. The experimental group received instruc...