The current study examines the contribution of a number of metacognitive and motivational variables in explaining specific, transfer and maintenance effects of a strategic memory training program, based on the use of mental imagery, in older adults. Participants were assessed before and after the training (immediately post-test, and at 3- and 6-month follow-up) on list recall (criterion) and wo...

This study investigated how English as Foreign Language (EFL) learners with different learning styles (Field dependent and field independent) boost up their reading comprehension abilities as they develop their metacognitive skills. To conduct this research, 60 participants were randomly invited to sit PET (Preliminary English Test) to ensure homogeneity of the participants in terms of language...

Designing metacognitive activities that focus on both cognitive and social development is a theoretical and practical challenge. This balanced approach to metacognition concerns itself with many aspects of student development, ranging from academic competence to knowledge about the self-as-learner. In this article, I examine two basic approaches to supporting metacognition: (a) strategy trainin...

AbstractThis study aims to highlight the key roles played by metacognitive strategies training in the development of listening comprehension skill and self-regulation strategies of EFL learners. The participants of this study (N = 60) were female Iranian students assigned to two groups of experimental and control in Kish English Language Institute. Learners in the experimental group recei...

This study reports an investigation of Iranian test-takers’ use of cognitive and metacognitive strategies while performing on IELTS reading tests. Specifically, the study set out to investigate: a) the relationship between Iranian test-takers’ use of cognitive and metacognitive strategies and their L2 reading test performance on the reading section of the IELTS test; and b) the role gender migh...

Cognitive and Metacognitive Strategy Use in Reading: The Case of Iranian EFL Students’ Test Performance

A path model was used to test the unique and interactive effects of cognitive and motivational variables when learning in a supportive online learning system, Collaborative Inquiry System (CIS). In this studentcentered learning environment, students interact with computer simulations and are assisted by online scaffolds intended to help them learn complex scientific concepts. The present study ...