This study aimed at determining the effect of instruction in cognitive and metacognitive strategies on the students' educational self-esteem and academic performance. 87 students were selected through random sampling. The two first groups were consciously taught about cognitive and metacognitive strategies. All the classes were taught by the same teacher. Pourmoghaddasian’s self-esteem question...

This study aimed to compare the effect of teaching metacognitive listening strategies through shadowing activity on the listening comprehension of field-dependent (FD) and field-independent (FI) EFL learners. Since the researcher had access only to female participants,85 female EFL learners from a language institute in Tehran, at the pre-intermediate level of proficiency with the age range of 1...

Pupils’ poor achievement in mathematics has recently been a concern in many Western countries. In order to address this issue, it has been proposed to teach chess in schools. However, in spite of optimistic claims, no convincing evidence of the academic benefits of chess instruction has ever been provided, because no study has ever controlled for possible placebo effects. In this experimental s...

How does the type of learning material impact what is learned? The current research investigates the nature of students’ learning of math concepts when using manipulatives (Uttal, Scudder, & DeLoache, 1997). We examined how the type of manipulative (concrete, abstract, none) and problem-solving prompt (metacognitive or problem-focused) affect student learning, engagement, and knowledge transfer...

The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar. To this end, two groups of students consisting of 51 learners from both genders were formed. The participants were 51 male and 51 female learners. The 51 participants of each gender were further divided into two groups. The...

Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups.  Over a 16-week semester, the control group students (n = 21) were taught ba...

The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar. To this end, two groups of students consisting of 51 learners from both genders were formed. The participants were 51 male and 51 female learners. The 51 participants of each gender were further divided into two groups. The...

Research showed distinct effects of different online activities on reading literacy or learning outcomes; however, no explanation about this link was provided. The current study investigated the effects of two genres of online reading activities on reading literacy based on knowledge of metacognitive strategies in a mediation analysis. Participants were 87,735 fifteen-year-old students (49.8% g...