Growing recognition of the importance of understanding metacognitive behaviour as it occurs in everyday learning situations has prompted an expansion of the methodological approaches used to examine metacognition. This becomes especially pertinent when examining the process of metacognitive change, where 'on-line' observational approaches able to capture metacognitive performance as it occurs d...

Recent research has highlighted the value of incorporating metacognitive prompts into cooperative learning. This study explores effects presence or absence in group individual learning on awareness and EFL writing outcomes. A total 170 university students were assigned to one four treatment conditions: collaborative with (COOP + META), without (COOP), (INDI (INDI). After treatment, learners exp...

Instructional models for pre-service teachers usually are split between content courses and pedagogical courses and the learners are expected to develop the pedagogical content knowledge (PCK) on their own during their practical experience in teaching. Metacognitive strategies are often used in the pedagogical courses, but not in the content courses. This study investigated how the use of metac...

summary writing is associated with lots of cognitive and metacognitive complexities that necessitates instruction (hirvela & du, 2013). contrary to majority of studies carried out on summarization instruction, the present study addressed the underlying processes or microgenetic developments of the iranian efl learners’ summary writing. to this end, 41 male and female undergraduate students ...

Interactive whiteboard technology is a helpful tool for learning to write. However, collaborative writing among English language learners using this remains underexplored. This study considers the potential effects of supported by interactive on students’ performance. A total 120 students who learned as foreign (EFL) participated in study. Quantitative results revealed that integrated with inst...

A promising metacognitive reading strategy intervention is being evaluated in several high schools as a means of improving students’ comprehension of science texts. Students are trained to use a variety of strategies in explaining texts to themselves when they do not understand a sentence or paragraph. To make the training more widely available, a web-based trainer has been developed. Transform...

Abstract Learners’ metacognitive competencies play a vital role in affecting their learning outcomes, especially for language learners who need to write English as foreign (EFL). Much research has widely explored writers’ knowledge and strategies EFL contexts, yet the of experiences writing is underexplored. To fill this gap, we conducted study investigate effects student-writers’ on performanc...

This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who...