Towards Helping Learners Master Self-Regulation Skills

There are several terms used to describe the same phenomenon, and the same term is used to describe different phenomena. It confuses us and makes metacognition miracle. What is metacognition? We have been tackling the problem by defining our own criteria for determining what metacognition is or what cognition is. Through a survey of related works, we try to define the criteria and classify skills and difficulties for mastering the skills based on the criteria. It shows us there are various concepts called by the same term “metacognition”, and we recognize lack of common vocabulary and system of concepts to represent cognitive and/or metacognitive phenomena. So, our research objectives include constructing common vocabulary to represent cognitive and/or metacognitive phenomena, and providing clear criteria to distinguish terms in the vocabulary. In this paper, we propose a hierarchical model of skills and classify difficulties to master them. Then, we introduce a learning environment to facilitate learners’ development of self-regulation skill.