Abstract ICT-based learning provides opportunities for teachers and students to learn digitally, as well letting the become autonomous learners. One of efforts actualize such typical mode is provide digitalized media, e-Books. An e-Book metacognitive strategies aimed train students’ skills that emphasized self-regulated in order make them This study was objected describe designing, implementing...

Drawing on the insight from metacognition theory, second language researchers conceptualize strategic knowledge and strategic regulation as the two dimensions of strategic competence in language performance. In this regard, the present study aimed at determining whether strategic knowledge and strategic regulation are related to listening performance. The study also attempted to specify how str...

This study aims to analyse the difference of metacognitive awareness of treatment (using Blended Project Based Learning) and control class. This is a quasi-experimental research with Non-equivalent Control Group Design. This research was conducted at Department of Biology Education, University of Muhammadiyah Malang, in the first semester of the academic year 2014/2015. Metacognitive awareness ...

Metacognitive emotion regulation strategies involve deliberately changing thoughts or goals to alleviate negative emotions. Adults commonly engage in this type of emotion regulation, but little is known about the developmental roots of this ability. Two studies were designed to assess whether 5- and 6-year-old children can generate such strategies and, if so, the types of metacognitive strategi...

Recent investigations have established the importance of metacognition in the acquisition and application of learning skills in diverse domains of inquiry (Alexander, Fabricius, Fleming, Zwahr & Brown, 2003). Although the concept “metacognition” has been defined in numerous ways Sperling, Howard and Staley (2004) suggest a focus on its component parts, which are knowledge about cognition and re...

This study focuses on the relationship between lower-intermediate level EFL learners’ metacognitive awareness and accuracy in self-assessment of a speaking test. We tried to raise the learners’ metacognitive awareness through practice in goal-setting and planning. To do so, 103 lower-intermediate level students took a pretest of speaking, completed a metacognitive awareness questionnaire, and h...