This study focused primarily on an investigation of how four reading strategies training (cognitive, metacognitive, compensation, and testing strategies) affect the development of Taiwanese EFL learners’ reading comprehension. Specifically, this study aimed to identify different reading strategy uses among good and poor readers. One hundred and ten seniors (27 males and 83 females) majoring in ...

The purpose of this intervention study was to examine the use of a metacognitive strategy--the Comprehension, Check, and Repair Strategy--on strategic reading behavior, nonstrategic reading behavior, and reading comprehension of students who are deaf or hard of hearing (D/HH). A multiple baseline design was used across 3 teacher-student dyads. Frequency data were collected on students' strategi...

In our on-going endeavor to teach students better help-seeking skills we designed a three-pronged Help-Seeking Support Environment that includes (a) classroom instruction (b) a Self-Assessment Tutor, to help students evaluate their own need for help, and (c) an updated version of the Help Tutor, which provides feedback with respect to students’ help-seeking behavior, as they solve problems with...

The present study examined the effect of achievement goals on metacognitive judgments, such as judgments of learning (JOLs) and metacomprehension judgments, and actual recall performance. We conducted five experiments manipulating the instruction of achievement goals. In each experiment, participants were instructed to adopt mastery-approach goals (i.e., develop their own mental ability through...

This research studied the possibility of applying socio-affective instruction in online learning Indonesia during pandemic. The main objectives this study were to investigate how Socio-Affective Instruction (SAI) and metacognition levels affected students' listening speaking proficiency students’ perceptions. was experimental with one group using a pre- post-test. sample 41 students, total popu...

Metacognition refers to students’ knowledge and regulation of cognition, as well as their accuracy in predicting their academic performance. This study addressed two major questions: 1) how do metacognitive knowledge, regulation and accuracy differ across domains?, and 2) how do students’ individual differences relate to their reported metacognition across domains? Participants (N=644) complete...

Abstract This chapter outlines an intensive class that took place over approximately two weeks in the summer of 2018 at Cisarua Refugee Learning Center (CRLC), a school Western Indonesia serves refugees and asylum seekers, many whom are Hazaras. The combined language literacy instruction for ESL learners also aimed to provide professional development teachers form metacognitive reflection on co...

BACKGROUND Although much research has examined the impact of question generation on students' reading comprehension and learning from lectures, far less research has analysed its influence on how students learn and study science. The present study aims to bridge this knowledge gap. METHOD Using a quasi-experimental design, three complete ninth-grade science classes, with a total of 72 student...

The Covid-19 pandemic has affected educational systems worldwide, leading some scholars to scrutinise the consequences of lockdown and school closure on learners’ learning habits teachers’ teaching practices. In this regard, paper aims explore challenges while implementing a reading strategy-based instruction for beginners during pandemic, taking Algerian middle schools as case in point. It hig...