Research on teacher cognition concerning listening instruction has not been sufficiently touched upon. The present case study aimed to investigate Iranian EFL teachers' stated practices, their perceptions of how effective those practices are, and their actual classroom practices of two casual process-oriented listening instructional approaches namely, strategy-based instruction (SBI) and metaco...

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...

We investigated the potential benefits of a novel cognitive-training protocol and an aerobic exercise intervention, both individually and in concert, on older adults' performances in laboratory simulations of select real-world tasks. The cognitive training focused on a range of cognitive processes, including attentional coordination, prospective memory, and retrospective-memory retrieval, proce...

The relationship between impression evaluation words (images) and physical cognitive elements related to dance poses was analyzed in advanced classical ballet dancers beginners using rough sets. mechanisms of the beginner groups were compared column scores set analysis as indicators. In image group where correlation rating values high, students matched those beginners. low, did not match beginn...

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 ...

Recent research on self-regulated learning has stressed the importance of both motivational and cognitive components of classroom learning. Much of this research has examined these components without consideration of potential contextual differences. Using a within-subject correlational design, the present study assessed mean level differences in students’ task value, self-efficacy, test anxiet...

Successful instruction should help students acquire robust knowledge and prepare them for future learning opportunities. However, we are yet to find a winning strategy for systematically achieving robust learning (Bransford & Schwartz, 2001). Accumulated evidence suggests that discovery learning does not help most students acquire the basic foundations, and direct instruction, on the other hand...