The assessment of students’ metacognitive knowledge and skills about reading is critical in determining their ability to read academic texts and do so with comprehension. In this paper, we used induction trees to extract metacognitive knowledge about reading from a reading strategies dataset obtained from a group of 1636 undergraduate college students. Using a C4.5 algorithm, we constructed dec...

The study explored the role of metacognition in foreign language anxiety on a sample of 411 Taiwanese students of English as a Foreign Language. The reading strategy inventory was employed to evaluate the tertiary learners’ level of metacognitive awareness and a semi-structured background questionnaire was also used to examine the learners’ perceptions of their English proficiency and satisfact...

Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge-our awareness of our thinking-and metacognitive regulation-how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exams in ...

This paper presents theoretical issues about the role of metacognition in learning, as well as the architecture and design of a learning system dedicated to monitoring and helping students to use their metacognitive skills. This system is called the Reflection Assistant and is supposed to be used together with problem solving or case−based learning systems. Thus, through interactions with the R...

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...

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...