Metacognition is a significant predictor of learning and academic performance, including foreign-language performance. However, variations in metacognitive competence can be observed due to several factors, potentially personality. Analytic survey research methods were implemented examine the relation between metacognition personality traits their interaction with Data collected from 244 partic...

Despite widespread consensus among educators that active learning leads to better outcomes than comparatively passive forms of instruction, it is often unclear why these benefits arise. In this article we review research showing that the opportunity to control the information experienced while learning leads to improved memory relative to situations where control is absent. By integrating findi...

Two phases of quasi-experimental study with non-equivalent control group posttest only design were conducted to investigate the effects of using graphing calculators in mathematics teaching and learning on Form Four Malaysian secondary school students’ level of metacognitive awareness. Experiment in Phase I was conducted for six weeks to provide an initial indicator of the effectiveness of grap...

Metacognitive impairment is crucial to explaining difficulties in life tasks of patients with personality disorders (PDs). However, several issues remain open. There is a lack of evidence that metacognitive impairments are more severe in patients with PDs. The relationship between severity of PD pathology and the extent of metacognitive impairment has not been explored, and there has not been a...

gaining insights into the learners’ individual characteristics such as beliefs about language learning and their relationship with learning strategies is essential for planning effective language instruction. thus, the present study investigated the relationship between beliefs about language learning and learning strategy use in iranian high school students. this study also compared the correl...

arabic language instruction in iran has always relied on cognitive factors, and has been based on grammar-translation method. consequently, issues such as arabic learner's and teacher's mental processes during learning and teaching, metacognitive factors, interlocutors' characteristics and the conversation setting, learner's information processing procedure, etc. have never ...

E-learning is the application of computer-based technologies to enhance teaching and learning (Waterhouse, 2003). Rosenberg (2001) describes E-learning as a networked activity, which makes it capable of instant updating, storage or retrieval, distribution and sharing of instruction or information. In this Information age, education has made a step from the traditional transmissive classroom to ...

Summary writing is associated with lots of cognitive and metacognitive complexities that necessitates instruction (Hirvela & Du, 2013). Contrary to majority of studies carried out on summarization instruction, the present study addressed the underlying processes or microgenetic developments of the Iranian EFL learners’ summary writing. To this end, 41 male and female undergraduate students rece...