Evidence of metacognitive awareness in young children who have experienced a repeated event

Two studies examined children's confidence judgments in the accuracy of their memories after repeated experience of an event. Children aged 5 to 6 years took part in an event once or four times, were provided with misinformation either shortly after (Study 1) or a while after (Study 2), and interviewed with yes/no recognition questions 3 months later. Children in the repeated-experience conditions were highly confident of their accurate responses to questions about items that were identical rather than variable across occurrences, and this discrimination was best at the shorter delay. The results show that children were able to metacognitively monitor the accuracy of their responses to qualitatively different kinds of details, and indicate that age is not the only determinant of metacognitive awareness after being misled. Rather, the nature of event representations must also be considered.

Metacognitive awareness inventory (MAI): Adaptação e validação da versão portuguesa

O Metacognitive Awareness Inventory (MAI) de Schraw e Dennison (1994) avalia duas dimensões metacognitivas de natureza geral nos adolescentes e adultos: o conhecimento da cognição, que inclui três subprocessos, e a regulação da cognição, que compreende cinco subprocessos. Neste estudo apresenta-se o processo de tradução e de adaptação do MAI à população portuguesa. A consistência interna nas dimensões conhecimento e regulação da cognição foi 0,82 e 0,90, respetivamente. Os resultados da Análise Fatorial Confirmatória sugerem um fator de segunda ordem com base na correlação dos resultados nas duas dimensões. A subescala conhecimento declarativo apresentou melhor validade relativa ao critério comparativamente com as demais subescalas. O MAI constitui-se um instrumento adaptado à realidade portuguesa, tanto para a avaliação da metacognição no global, como nas suas dimensões principais, permitindo apoiar a investigação relativa ao rendimento em processos de aprendizagem e formação na população adulta e de adolescentes.

Metacognitive strategy instruction in English as Foreign Language (EFL) listening skill

Listening skill is a critical part of language learning in general, and second, and foreign language learning, in particular. However, the process of this basic skill has been overlooked compared to other skills such as speaking, reading and writing, in terms of an explicit instruction, and the product of listening is instead mainly tested indirectly through comprehension questions in classrooms. Instruction of metacognitive strategies demonstrates the pivotal impact on second language listening skill development. In this vein, this study used a mixed method with an experimental male group (N = 30) listened to texts using process-approach pedagogy directed students through metacognitive strategies over a semester (10 weeks) in Iran. To investigate the impact of metacognitive strategy instruction, the following approaches were implemented. First, IELTS listening test was used to track any development of listening comprehension. Second, using Vandergrift et al. (2006) Metacognitive Awareness Listening Questionnaire (MALQ) helped examine students’ use of metacognitive strategies in listening comprehension. Finally, interviews were used to examine students’ use of strategies in listening. The results showed that students had a development in comprehension of IELTS listening test, but no statistical significant development of metacognitive awareness in listening was demonstrated. Students and teacher reported in the interviews students used multiple strategies to approach listening comprehension besides metacognitive strategies.

Instructing foreign language learners how to listen through metacognitive strategies : an empirical study

This study uses a mixed method approach to investigate the impact of metacognitive strategies instruction on listening comprehension. An experimental group (N = 30) of university students are guided through a process-approach pedagogy over one semester (10 weeks) in Iran. IELTS listening tests are used to track development of listening comprehension in participants who are then asked to complete a Metacognitive Awareness Listening Questionnaire (MALQ). The questionnaire examines students’ employment of metacognitive strategies in listening comprehension. Finally, interviews are used to explore students’ use of strategies in listening. Results indicate that participants develop listening comprehension, but no metacognitive awareness in listening. Students reported in the interviews that they use multiple strategies (cognitive and metacognitive) to approach listening comprehension.

Metacognitive strategy instruction in English as a Foreign Language (EFL) listening skill

Listening skill is allocated inadequate consideration in English language instruction and learning in Iran. At the school level, listening skill is not taught but reading and writing skills are taught traditionally. At the college level, reading skill is emphasised. For students seeking IELTS certification, institutes teach listening skill within the framework of a Communicative Language Teaching (CLT) approach. Nonetheless, despite the official syllabus, many teachers tend to test rather than teach listening skill. Currently, listening skill in the curriculum is embedded in an oral comprehension teaching approach through multiple choice written responses in the institutes. Therefore, the process of explicitly teaching listening is overlooked with a strong emphasis on the post hoc assessment of the products of listening. This study used a mixed methods approach to investigate the relationship between metacognitive strategy instruction and listening performance, metacognitive awareness and use of metacognitive strategies in listening. Three research questions were addressed in this study: - Is there a relationship between metacognitive strategy instruction (planning, monitoring and evaluation) and Iranian High Intermediate students¡¦ listening? „ - Is there a relationship between metacognitive strategy instruction and Iranian High Intermediate students¡¦ metacognitive awareness of listening? - Does metacognitive strategy instruction help Iranian High Intermediate students¡¦ use of metacognitive strategies during listening? A single group (N = 30) of High Intermediate level tertiary students in Iran were guided through a metacognitive strategy instruction over one semester (10 weeks). The first research question was measured through IELTS listening tests, which tracked any change of students’ listening performance. The second research question was analysed through results of a Metacognitive Awareness Listening Questionnaire (MALQ) to survey students’ awareness of metacognitive strategies in listening. Finally, the third research question was analysed through interviews, which explored students’ use of metacognitive strategies in listening. Results indicate that High Intermediate students developed listening performance, but there were no significant changes in metacognitive awareness in listening. Students reported in the interviews that they used multiple strategies (cognitive and metacognitive) to approach listening. Implications for English teaching in Iran and other contexts are discussed.

Metacognitive reading strategies and the text type

This study purported to see the effect of text type on metacognitive reading strategy use. To this end, the Metacognitive Awareness of Reading Strategies Inventory (MARSI) test was used to assess the use of metacognitive strategies and examine the effect of text type (expository and narrative) on these strategies. It also sought to determine to what degree gender, proficiency and motivation could affect the use of this strategy. Results showed that text type is effective in the learners’ choice of the strategies. Students reading expository text significantly used more metacognitive reading strategies than those reading narrative texts. It was also seen that more proficient students used the strategies more than less proficient ones. Moreover, there was a linear relationship between motivation and metacognitive reading strategies. However, gender had no significant effect on the use of metacognitive strategies.

The relationship between scaffolding metacognitive strategies identified through dialogue journals and second graders' reading comprehension, science achievement, and metacognition using expository text

Poor informational reading and writing skills in early grades and the need to provide students more experience with informational text have been identified by research as areas of concern. Wilkinson and Son (2011) support future research in dialogic approaches to investigate the impact dialogic teaching has on comprehension. This study (N = 39) examined the gains in reading comprehension, science achievement, and metacognitive functioning of individual second grade students interacting with instructors using dialogue journals alongside their textbook. The 38 week study consisted of two instructional phases, and three assessment points. After a period of oral metacognitive strategies, one class formed the treatment group (n=17), consisting of two teachers following the co-teaching method, and two classes formed the comparison group ( n=22). The dialogue journal intervention for the treatment group embraced the transactional theory of instruction through the use of dialogic interaction between teachers and students. Students took notes on the assigned lesson after an oral discussion. Teachers responded to students' entries with scaffolding using reading strategies (prior knowledge, skim, slow down, mental integration, and diagrams) modeled after Schraw's (1998) strategy evaluation matrix, to enhance students' comprehension. The comparison group utilized text-based, teacher-led whole group discussion. Data were collected using different measures: (a) Florida Assessments for Instruction in Reading (FAIR) Broad Diagnostic Inventory; (b) Scott Foresman end of chapter tests; (c) Metacomprehension Strategy Index (Schmitt, 1990); and (d) researcher-made metacognitive scaffolding rubric. Statistical analyses were performed using paired sample t-tests, regression analysis of covariance, and two way analysis of covariance. Findings from the study revealed that experimental participants performed significantly better on the linear combination of reading comprehension, science achievement, and metacognitive function, than their comparison group counterparts while controlling for pretest scores. Overall, results from the study established that teacher scaffolding using metacognitive strategies can potentially develop students' reading comprehension, science achievement, and metacognitive awareness. This suggests that early childhood students gain from the integration of reading and writing when using authentic materials (science textbooks) in science classrooms. A replication of this study with more students across more schools, and different grade levels would improve the generalizability of these results.

Approaches to creativity : how adolescents engage in the creative process

Despite growing recognition of creativity's importance for young people, the creativity of adolescents remains a neglected field of study. Hence, grounded theory research was conducted with 20 adolescents from two Australian schools regarding their self-reported experiences of creativity in diverse domains. Four approaches to the creative process – adaptation, transfer, synthesis, and genesis – emerged from the research. These approaches used by students across a range of domains contribute to the literature in two key ways: (a) explaining how adolescents engage in the creative process, theorised from adolescent creators’ self-reports of their experiences and (b) confirms hybrid theories that recognise that creativity has elements of both domain-generality and domain-specificity. The findings have educational implications for both students and teachers. For students, enhancing metacognitive awareness of their preferred approaches to creativity was reported as a valuable experience in itself, and might also enable adolescents to expand their creativity through experimenting with other ways of engaging in the creative process. For teachers, using these understandings to underpin their pedagogies can promote metacognitive awareness and experimentation, and also provide teachers with a framework for assessing students’ creative processes.

The role of metacognition in the development of EFL learners’ listening skill

This study investigated the impact of metacognitive instruction on the listening skill, and metacognitive knowledge of a group of male students (N = 30) who were learning English as a Foreign Language (EFL) in Iran. The study participants spoke Persian as a first language and were high-intermediate EFL learners. The participants received a guided lesson plan in metacognition (planning, monitoring, and evaluation) through a pedagogical cycle approach over a semester (eight weeks). International English Language Testing System listening tests (practice) were used to track the participants’ listening performance. Participants also completed a Metacognitive Awareness Listening Questionnaire, which examined their use of metacognitive awareness when engaged in listening tasks. Results indicated that the students improved their listening skill after being taught about metacognition; however, no significant use of metacognitive awareness was reported. This study concludes with a discussion of some potential implications, and provides scope for future research.

Promoting self-regulated learning in technology enhanced learning environments : keeping a digital track of the learning process

Tese de doutoramento (co-tutela), Psicologia (Psicologia da Educação), Faculdade de Psicologia da Universidade de Lisboa, Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra, Technial University of Darmstadt, 2014

Implementing a question-generation strategy with bilingual students: exploring the perspectives of a beginning teacher /

This study examined the challenges associated with the explicit delivery of questiongeneration strategy with 8 Arab Canadian students from the perspective of a bilingual beginning teacher. This study took place in a private school and involved 2 stages consisting of 9 instructional sessions, and individual interviews with the students. Data gathered from these interviews and the researcher's field notes from the sessions were used to gain insights about the participants' understanding and use of explicit instruction. The themes that emerged from the data included "teacher attitude," "students' enhanced metacognitive awareness and strategy use," "listening skills," and "instructional challenges." Briefly, teacher's attitude demonstrated how teacher's beliefs and knowledge influenced her willingness and perseverance to teach explicitly. Students' enhanced metacognitive awareness and strategy use included students' understanding and use of the question-generation strategy. The students' listening skills suggested that culture may influence their response to the delivery of explicit instruction. Here, the cultural expectations associated with being a good listener reinforced students' willingness to engage in this strategy. Students' prior knowledge also influenced their interaction with the question-generation strategy. Time for process versus covering content was a dominant instructional challenge. This study provides first hand information for teachers when considering how students' cultural backgrounds may affect their reactions to explicit strategy instruction.

The effectiveness of explicit strategy instruction on the top level structure of a text

Thesis (M.Ed.)-- Brock University, 1995.

Competencia en lengua inglesa de estudiantes universitarios españoles en el contexto del EEES : nivel de dominio lingüístico, estrategias metacognitivas y hábitos lectores

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The use of Web 2.0 Technologies to promote higher order thinking skills

During 2007 several independent Victorian secondary schools participated in a study exploring the ways in which the use of learning technologies can support the development of higher order thinking skills for students. This paper focuses on the use of Information and Communications Technologies (ICT) including Web 2.0 technologies for promoting effective teaching and learning in science. A case study methodology was used to describe how individual teachers used ICT and Web 2.0 in their settings. Data included interviews (focus group and individual), questionnaires, monitoring of teacher and student use of smart tools, analysis of curriculum documents and delivery methods and of student work samples. The evaluation used an interpretive methodology to investigate five research areas: Higher-order thinking, Metacognitive awareness, Team work/collaboration, Affect towards school/learning and Ownership of learning. Three cases are reported on in this paper. Each describes how student engagement and learning increased and how teachers’ attitudes and skills developed. Examples of student and teacher blogs are provided to illustrate how such technologies encourage students and teachers to look beyond text science.