scholarly journals THE USE OF LEARNERS’ DIARIES: DOES IT WORK TO ENGAGE STUDENTS’ METACOGNITION IN LEARNING IF CLAUSES?

2021 ◽  
Vol 2 (2) ◽  
pp. 26-35
Author(s):  
Fidaniar Tiarsiwi
Keyword(s):  
College Students ◽  
Test Score ◽  
Higher Order ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Structural Knowledge ◽  
Novice Learners ◽  
Executive Skills ◽  
Medium Level

Metacognitive strategies are expected as ‘higher order executive skills’ which enable college students to approach learning systematically and effectively by using the elements of planning, monitoring and evaluating. This study is conducted to investigate whether or not metacognitive strategies can affect the development of structural knowledge of students. To reflect how the students use these strategies, learning diary can lead the learners to strategy use. Twenty-one participants of third semester students were involved. Nine of them were selected to be probed intensively for their metacognitive habits in learning If Clauses. Then, they were divided into three groups according to the level of students’ progress and their mid test score. The first group was assumed as novice learners, the second group was categorized as medium level students and the last group was presumed as expert learners. This study revealed that expert learners were better diarist in documenting what they did when learning. The medium level students also indicated that their capability in realizing the use of their cognition was up and down. They were good at evaluating their shortcoming and monitoring some progress, but they were poor at planning and modifying strategies. Meanwhile, the novice learners less reflected how they learned on their documentation. It could be illustrated that they did not have any motivation to plan their learning, evaluate and monitor their learning.

scholarly journals A Study on Metacognitive Strategy Use in Listening Comprehension by Vocational College Students

2020 ◽  
Vol 13 (4) ◽  
pp. 127
Author(s):  
Zhaowen Cao ◽  
Yuewu Lin
Keyword(s):  
College Students ◽  
Listening Comprehension ◽  
Metacognitive Strategies ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
Vocational College ◽  
Monitoring Strategies ◽  
Significant Difference ◽  
Comprehension Ability ◽  
Listening Strategies

Metacognitive strategies concerning general skills, through which learners manage, direct, regulate and guide their learning. For several decades, researchers have recognized the importance of Metacognitive strategy use for successful English listening comprehension. Most of the previous studies of metacognitive strategies use in China have been carried out among undergraduates, but few focus on that of vocational college students. Therefore, it is necessary to carry out investigation into metacognitive strategies use in English listening comprehension among vocational college students so as to give vocational college English teachers pedagogical implications on how to train their students and facilitate their teaching. The aim of the present study is to make a tentative investigation into the metacognitive strategies use in the listening comprehension among vocational college students. The subjects in the present study consist of one hundred and thirty nine vocational college students in the Jiangxi Blue Sky College. And three instruments were involved in the present study. They are questionnaire, listening comprehension test and interviews. The present research has yielded the following findings: 1. Based upon the results, the frequency of students’ metacognitive strategy use frequency is relatively low, and there is a rather large discrepancy among students ' use of metacognitive strategies in listening. 2. The analysis shows that females employ metacognitive strategies more often than males’ students. There is significant difference in the use of planning strategies, monitoring strategies, self-evaluation strategies and self-regulation strategies, and the most significant difference is shown in monitoring strategies.3. From the results, it is found that the higher score the students get, the more frequently they use the strategies. Especially to the monitoring strategies, there is significant difference between the high score and low score students.4. With regard to the relationship between the employment of metacognitive listening strategies and listening comprehension ability, analysis shows that there is a positive relationship between metacognitive strategies and listening comprehension ability. The more frequently they apply the metacognitive listening strategies, the stronger their listening comprehension ability will be.

The Effect of Debate Training on Argumentation Skills: The Developmental Process for Japanese College Students

2015 ◽  
Vol 3 (1-2) ◽  
pp. 4-12 ◽  
Author(s):  
Nakano Mika ◽  
Maruno Shun’ Ichi
Keyword(s):  
College Students ◽  
Community Of Practice ◽  
Cultural Difference ◽  
Developmental Process ◽  
Learning System ◽  
Japanese Education ◽  
Novice Learners ◽  
Parliamentary Debate ◽  
Mental Blocks

Abstract How do students acquire argumentation skills through debating? Although attempts have long been made to answer this question, a common limitation of previous studies is the tendency to ignore the potential of college students who learn how to argue in a community of practice. Cultural difference is also an important theme in argumentation studies, as individuals and a community co-construct the quality of their arguments. In Japanese education, argument is rarely taught in classes. Nakano (2007) pointed out that Japanese students tend to hesitate when arguing with friends, and are low in approach argumentativeness and high in avoidance argumentativeness, compared to other Asian countries. Parliamentary Debate (PD) is most popular and is effective for novice learners of argument (Inoue & Nakano, 2006). Every stage of debating, such as preparation, debate rounds, reflection and so on, forms a cyclic learning system, and this functions as an ideal community of practice (Lave & Wenger, 1991). The present study aims at exploring how members of a community acquire argumentation skills through debating. First, we identify patterns of argument produced in the community during a session. Second, we analyse transitional patterns, focusing on individual differences. In order to teach reasoning and persuasion to those who are especially unwilling to oppose someone, we need to have them realize their improvement with confidence by reducing their mental blocks.

I realized what I was doing was not working: the influence of explicit teaching of metacognition on students’ study strategies in a general chemistry I course

2021 ◽  
Author(s):  
Caroline Z. Muteti ◽  
Carolina Zarraga ◽  
Brooke I. Jacob ◽  
Tuli M. Mwarumba ◽  
Dorothy B. Nkhata ◽  
...  
Keyword(s):  
General Chemistry ◽  
The United States ◽  
Study Strategies ◽  
Higher Order ◽  
Metacognitive Strategies ◽  
First Year ◽  
Final Exam ◽  
Chemistry Students ◽  
Explicit Teaching ◽  
The Impact

Many students transitioning from high school to college are faced with challenges of getting acclimated to college life and managing their time and heavy course load that is cognitively demanding. Students planning to major in science, technology, engineering, and mathematics (STEM) programs in the United States are mostly required to enroll in general chemistry courses as prerequisites. Unfortunately, these courses are among the STEM gateway courses in which many first-year students struggle to get through, or are weeded out. This is partly due to the use of ineffective study strategies that require more than rote memorization, a common learning approach in high schools. One way to prepare first-year college students for STEM trajectories is by teaching them metacognitive strategies early in their study programs to enable early adoption and sustainability of metacognition knowledge and metacognition regulation skills as they progress to the advanced courses. While a handful of studies have investigated study strategies among students in the general chemistry courses as well as the impact of metacognitive activities on student performance in chemistry, very few in-depth qualitative studies investigating the influence of explicit teaching of metacognition on students’ study strategies have been reported. Using open-ended questionnaires, this unique study investigated general chemistry students’ study strategies that they employed prior to a 50 minute metacognition lesson; strategies they reported to have gained from the instruction; and the influence of the metacognition instruction on students’ study strategies and performance in the final exam. Findings indicated more reported use of rote memorization over higher-order study strategies prior to the metacognition instruction, but more reported gains on higher-order study strategies and fewer strategies related to rote memorization immediately after the metacognition instruction. Furthermore, 67% reported a positive influence of the metacognition instruction on study strategies, with 7% lower DFs in the final exam compared to those who reported ‘no influence’. Findings revealed that most general chemistry students were unaware of effective study strategies; thus, there is a critical need to explicitly teach students in general chemistry courses metacognitive strategies.

scholarly journals Identification of Psychological Crisis Signals of College Students Based on the Dufferin Equation

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Jianping Zhao ◽  
Haitao Song
Keyword(s):  
College Students ◽  
Stress Response ◽  
Early Warning ◽  
Structural Equation ◽  
Higher Order ◽  
Mediating Effect ◽  
Self Organization ◽  
Behavior System ◽  
Depth Analysis ◽  
Crisis Behavior

This paper presents an in-depth analysis and research on the identification of psychological crisis signals of college students using the optimized Dufferin equation. The early warning index system of college students’ psychological crisis was established and tested on 300 junior college students, and the early warning system of college students’ psychological crisis was established by using structural equation model, focusing on the mediating effect of coping mode between stress source and stress response and the mediating effect of stress source between social support and stress response. At the same time, the characteristics of psychological crises among college students of different genders and grades were compared and analyzed. To address the shortcomings of the classical Dufferin equation with limited noise immunity, the use of a higher-order double-coupled Dufferin system was further improved. A detection model based on the higher-order double-coupled system was established, and its feasibility was verified by the psychological crisis signal. The geometric features of the phase trajectory are adopted as the basis for judging the system state, which greatly reduces the computational effort. Based on defining the conceptual connotation of college students’ psychological crisis behavior system, the vulnerability of college students’ psychological crisis behavior system is interpreted from the perspective of system self-organization theory, and the vulnerability of college students’ psychological crisis behavior is mainly expressed in latent and manifest states, and its vulnerability transformation is a self-organization process. A questionnaire survey was conducted for ordinary college students to examine the performance of college students’ vulnerability state of the subject who endured college students’ psychological crisis behavior, and it was concluded that most college students appear to be normal and healthy on the surface, but college students’ vulnerability is in an uncertain state of intermediate transition.

scholarly journals Influence of L1 Metacognitive Reading Strategies on L2 Academic Reading of Chinese College Students

2018 ◽  
Vol 9 (5) ◽  
pp. 147-155
Author(s):  
Yuan Xin ◽  
Fauziah Bt Ismail ◽  
Azian Bt Abd Aziz@Ahmad
Keyword(s):  
College Students ◽  
Reading Strategies ◽  
Reading Strategy ◽  
Strategy Use ◽  
L2 Reading ◽  
Chinese College Students ◽  
Academic Reading ◽  
Factors Influencing ◽  
L2 Learners ◽  
L1 And L2

Abstract With the fast increasing number of second language (L2) learners in universities, the ability to read L2 academic texts has become one of the most important skills that L2 college students need to acquire. However, L2 learners still face various problems and difficulties in their L2 reading and past literature suggests that reading strategies have proven to be effective in enhancing L2 reading. Therefore, it is of great significance to examine the factors influencing L2 reading strategies use. Among factors influencing L2 reading strategy use, L1 reading strategies have been identified as a significant influence. However, few studies in this regard have looked into college students in mainland China which has a large number of L2 learners. This study aimed to seek the connection between first language (L1) and L2 metacognitive reading strategies by comparing and contrasting mainland China college students’ metacognitive strategy patterns in their L1 and L2 academic reading. The study also explored factors influencing Chinese college students’ L2 reading strategy use. The study conducted a survey on reading strategies (SORS), think aloud protocol (TAP) and stimulated recall interviews (SRI) to explore the research issues. The study found that Chinese college students employed strategies on a more frequent basis in their L2 academic reading as compared to their L1 academic reading. Two factors, namely, limited L2 proficiency (LLP) and test-oriented reading approach (TORA) were identified as the major factors influencing the L2 metacognitive strategy patterns of Chinese college students. The present study adds to the existing knowledge on the relationship between L1 and L2 reading strategy patterns for Chinese college students and examines factors shaping their L2 reading strategy use. This study assists English language teachers to identify factors influencing Chinese college students’ reading strategies patterns while taking into consideration of the factors influencing their L2 strategy use.

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