Supplemental Material for Calibrating Calibration: A Meta-Analysis of Learning Strategy Instruction Interventions to Improve Metacognitive Monitoring Accuracy

2021 ◽  
Keyword(s):  
Learning Strategy ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Metacognitive Monitoring ◽  
Monitoring Accuracy

Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

2017 ◽  
Vol 87 (3) ◽  
pp. 544-582 ◽  
Author(s):  
Yuliya Ardasheva ◽  
Zhe Wang ◽  
Olusola O. Adesope ◽  
Jeffrey C. Valentine
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategy ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Self Regulated Learning ◽  
Language Learning Strategy ◽  
Learning Domains ◽  
Regulated Learning ◽  
Language Classrooms

This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain contributed effect sizes for this meta-analysis. Findings indicate that the overall effects of SI were large, 0.78 and 0.87, for language and self-regulated learning, respectively. A number of context (e.g., educational level, script differences), treatment (e.g., delivery agent), and methodology (e.g., pretest) characteristics were found to moderate SI effectiveness. Notably, the moderating effects varied by language versus self-regulated learning domains. The overall results identify SI as a viable instructional tool for second/foreign language classrooms, highlight more effective SI design features, and suggest a need for a greater emphasis on self-regulated learning in SI interventions and research.

Effectiveness of learning strategy instruction on academic performance: A meta-analysis

2014 ◽  
Vol 11 ◽  
pp. 1-26 ◽  
Author(s):  
A.S. Donker ◽  
H. de Boer ◽  
D. Kostons ◽  
C.C. Dignath van Ewijk ◽  
M.P.C. van der Werf
Keyword(s):  
Academic Performance ◽  
Learning Strategy ◽  
Meta Analysis ◽  
Strategy Instruction

16. Teacher Education for Language Learning Strategy Instruction: Approaches and Activities

2019 ◽  
pp. 243-261
Author(s):  
Anna Uhl Chamot ◽  
Vee Harris ◽  
Carol Griffiths ◽  
Pamela Gunning ◽  
Martha Nyikos ◽  
...  
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Language Learning Strategy

scholarly journals Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books

2015 ◽  
Vol 15 (2) ◽  
pp. 17 ◽  
Author(s):  
Mª Camino Bueno-Alastuey ◽  
Gloria Luque Agulló
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Explicit Instruction ◽  
Strategy Instruction ◽  
Oral Proficiency ◽  
Explicit Strategy Instruction ◽  
L2 Learning ◽  
Higher Secondary Education ◽  
Oral Skills ◽  
Listening And Speaking

<p>Research has shown that teaching second language (L2) learning strategies explicitly promotes an increase in strategy use and in oral proficiency. Consequently, a checklist based on the six types of strategies from Oxford’s taxonomy (1990) was created to analyze strategic instruction in the most common textbooks used in the last year of Higher Secondary Education in Spain. The study considered whether there was explicit strategy instruction and its location (within the units [Internal] or in other sections [External]) in course books, and what specific strategies were explicitly taught for the two oral skills, listening and speaking. Results showed, first, that there was explicit internal and external instruction of L2 learning strategies both for listening and speaking, but not in all the books; second, that there was significantly more implicit use than explicit instruction, and less explicit instruction in the units of the textbooks than in specific extra sections in the textbook or in support material; and finally, that internal explicit instruction of strategies remains very limited; and thus, L2 learning strategy instruction, competence and use may not be sufficiently encouraged in those textbooks.</p>

scholarly journals A-87 * The Effect of Learning Strategy Instruction on List Learning Performance of Healthy Older Adults

2014 ◽  
Vol 29 (6) ◽  
pp. 535-535
Author(s):  
C. Funes ◽  
J. Diaz ◽  
C. Clendinen ◽  
F. Goldstein ◽  
J. Razani ◽  
...  
Keyword(s):  
Older Adults ◽  
Learning Strategy ◽  
Strategy Instruction ◽  
Learning Performance ◽  
Healthy Older Adults ◽  
List Learning
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