Metacognition and self-regulation are processes extremely relevant to education of persons with intellectual disabilities. They play a central role in specific limitations, such as outer-directedness and lack of strategy transfer, and are related to desirable educational objectives such as self-determination. Although computer-assisted training has shown to be successful in training specific ab...

The study explored the role of metacognition in foreign language anxiety on a sample of 411 Taiwanese students of English as a Foreign Language. The reading strategy inventory was employed to evaluate the tertiary learners’ level of metacognitive awareness and a semi-structured background questionnaire was also used to examine the learners’ perceptions of their English proficiency and satisfact...

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...

This paper reports on a case study that, in the course of exploring the metacognitive thinking and associated emotions of ten adolescents during the information search process, uncovered a social aspect to metacognitive knowledge. The study was framed by Kuhlthau's information search process model (1991, 2004) and the construct of metacognition (Flavell 1979). Using naturalistic methods the stu...

abstract  this paper  aims at investigating the metacognitive knowledge of solving problem among primary school students with high and low school achievement. two other variables of the students’ grade and sex were also accounted for. the participants were 232 boy and girl students from forth and fifth grades which were randomly selected and divided into two groups of high  and low achievers . ...

BACKGROUND The present study is rooted in a cognitive-metacognitive approach. The study examines two ways to structure group interaction: one is based on worked-out examples (WE) and the other on metacognitive training (MT). Both methods were implemented in cooperative settings, and both guided students to focus on the problem's essential parts and on appropriate problem-solving strategies. A...

Many researchers have found that there is an inseparable relationship between learner autonomy and metacognitive strategy training, this thesis intends to explore the effectiveness of meta-cognitive strategy training in fostering learner autonomy and English performance in college non-majors learning under the web-based learning environment. The learners involved in the study are classified int...