The teacher as researcher analyzed and documented his own professional development during the implementation of a program aimed at improving students’ listening abilities via exposing them to podcasts and familiarizing them with metacognitive strategies. Seventeen senior high school English as a Foreign Language (EFL) learners participated in this study, with a second teacher acting as a facili...

This paper argues that Internet-based instruction should not be only perceived as a cognitive tool or a metacognitive tool; rather, it can be perceived and used as an epistemological tool. When the Internet is used as an epistemological tool for instruction, learners are encouraged to evaluate the merits of information and knowledge acquired from Internet-based environments, and to explore the ...

This study aimed to develop and validate an instrument to evaluate English language teachers’ lesson plan- ning self-concept. To this end, 30 English teachers were asked to prepare a sample lesson plan and 15 of them were invited to participate in a semi-structured interview. A tentative questionnaire including six fac- tors namely: classroom management, lesson planning conformity, planning eff...

This paper presents a higher education experience aimed at explicitly promoting metacognitive processes in a social and collaborative context. Students carried out a debate on an e-forum, and were later asked to collaboratively analyse their own debates. The control group conducted this analysis using text-based tools; the experimental group analysed it with a graphical tool (“DebateGraph”). We...

Metacognition addresses the issues of knowledge about cognition and regulating cognition. We argue that the regulation process should be improved with growing experience. Therefore mental models are needed which facilitate the re-use of previous regulation processes. We will satisfy this requirement by describing a case-based approach to Introspection Planning which utilises previous experience...

In the following paper, we present ​Noracle ​ , a tool for creating representational artefacts of metacognitive thinking in a collaborative, social environment. The tool uses only question­asking, rather than the typical question/answer paradigm found in threaded discussions, as a mechanism for supporting awareness and reflection on metacognitive activity, and for supporting self­regulated lear...

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...