This present study aimed to investigate the effects of the asynchronous web-based “General Teaching Methods” course conducted based on direct or indirect instructional methods on pre-service teachers’ achievement, metacognition, and attitudes towards web-based course. Two groups, a total of 63 third grade elementary science and mathematics education pre-service teachers, attended to one of the ...

Background: One of the main competencies required for enabling Nursing students to provide effective clinical care is spiritual health. The growth and development of nursing students’ spiritual health rely on strengthening their cognitive and metacognitive components. What is more associated with spirituality and spiritual health is students’ metacognition. This study aimed to investigate the e...

Research regarding the teaching of reading for English as a Foreign Language (EFL) and English as a Second Language (ESL) is still ongoing. This study focused on metacognitive reading strategies for these learners, first revisiting the concept of metacognition as proposed by Flavell, and then going on to explain reading strategies that require metacognitive skills within three knowledge dimensi...

 EFL learners may advocate the desire to have a fulfilling experience while doing tasks rather than focus solely on finishing them. However, learners' perspectives have been virtually ignored in the classroom task implementation. Thus, the current study attempted to explore the perceptions of Iranian EFL learners towards listening pre-tasks in motivational and cognitive strategies instruction a...

abstractthe present study was carried out to investigate the effects of listening strategy instruction on students’ listening achievement and strategy use. the participants of the study were 50 english major freshman students of dilla university. these students were placed in experimental and control conditions for the purpose of comparing the mean difference between the two groups. the control...

In the realm of second language acquisition (SLA), task-based language teaching (TBLT) and input enhancement (IE) have been the focus of a great number of studies. However, the idea of investigating the effects of focus on form instruction through input-enhanced tasks along with pre-task planning time as one of the features of task-based language teaching has been rarely explored in the field o...

This paper aims to apply metacognitive theory in EFL writing instruction to provide an alternative solution to the difficulties and problems in EFL writing classes in China. Metacognition is knowledge about cognition and regulation of cognition. This paper advocates both teaching with metacognition and teaching for metacognition. To teach with metacognition, an EFL writing instructor should ref...