Four experiments, each building on the results of the previous ones, explored the effects of several manipulations on learning and the accuracy of metacognitive judgments among deaf and hard-of-hearing (DHH) students. Experiment 1 examined learning and metacognitive accuracy from classroom lectures with or without prior scaffolding in the form of a description of main points and concepts. Exper...

Achieving expertise in any area requires extensive practice and engagement with the subject one desires to master. As not all practice yields good progress, methods must be found that lead learners to practice effectively. Many experts employ highly tailored practice involving metacognitive processes, but novices rarely engage in frequent and explicit metacognitive strategies during practice. A...

from applied linguistic point of view, the fundamental question facing the language teachers, methodologists and course designers is which procedure is more effective in fl/sl: learning to use or using to learn? definitely, in order to be a competent language user, knowledge of language system is necessary, but it is not sufficient to be a successful language user. that is why there was a gradu...

AbstractThis study aims to highlight the key roles played by metacognitive strategies training in the development of listening comprehension skill and self-regulation strategies of EFL learners. The participants of this study (N = 60) were female Iranian students assigned to two groups of experimental and control in Kish English Language Institute. Learners in the experimental group recei...

Metacognition refers to 'cognition about cognition' and includes metacognitive knowledge, strategies and experiences (Efklides, 2008; Flavell, 1979). Research on reading has shown that better readers demonstrate more metacognitive knowledge than poor readers (Baker & Beall, 2009), and that reading ability improves through strategy instruction (Gersten, Fuchs, Williams, & Baker, 2001). The curre...

Metacognitive Instruction in Listening is a pedagogical procedure that allows the learners to enhance their awareness of listening process and, at same time, helps them develop skills. This quasi-experiment study conducted on ninety (90) Grade 10 students determine efficacy Process-Based students' comprehension and metacognitive awareness. A pretest-posttest quasi-experimental research design c...

BACKGROUND Various investigations have revealed that the promotion of cognitive and metacognitive strategies can improve reading comprehension and that when readers receive this type of instruction, they can use monitoring processes and regulation strategies adequately. The goal of this work is to analyze the effects of strategic and metacognitive instruction on reading comprehension processes ...