Application of metacognitive strategy training into reading class

2014 ◽  
Author(s):  
Jingqiu Zhao
Keyword(s):  
Strategy Training ◽  
Metacognitive Strategy ◽  
Metacognitive Strategy Training

The effect of metacognitive strategy training on reading comprehension and metacognitive knowledge

2001 ◽  
Vol 1 ◽  
pp. 255-274 ◽  
Author(s):  
Monika Kusiak
Keyword(s):  
Reading Comprehension ◽  
Language Proficiency ◽  
Reading Skills ◽  
Metacognitive Knowledge ◽  
Strategy Training ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Self Evaluation ◽  
Regulatory Strategies ◽  
Metacognitive Strategy Training

This article discusses the results of research investigating the effect of metacognitive strategy training on the reading comprehension and metacognitive knowledge of Polish intermediate learners of English as a foreign language. Results of a pretest and posttest questionnaire and a reading comprehension test administered to both an experimental and a control group of students suggest that students who were taught to apply self-regulatory strategies while performing a task related to reading could enhance their metacognitive knowledge of themselves as readers, their perceptions of the reading process and reading strategies, and their motivation as well as self-evaluation of reading skills. With respect to the students’ reading comprehension, a comparison of the effect of the training on students at two levels of language competence indicates that the training was more effective for the less proficient students. The study points to the effectiveness of metacognitive strategy training for students at an intermediate level of language proficiency. It also stresses the significance of learners’ beliefs concerning reading and underscores the role of metacognition in developing reading skills.

Metacognitive Strategy Training Improves Driving Situation Awareness

2009 ◽  
Vol 37 (9) ◽  
pp. 1161-1170 ◽  
Author(s):  
Abdrabo Moghazy Soliman ◽  
Elsayed Khaled Mathna
Keyword(s):  
Situation Awareness ◽  
Strategy Training ◽  
Metacognitive Strategy ◽  
Driving Situation ◽  
Training Strategy ◽  
Driver Performance ◽  
Wide Range ◽  
Novices And Experts ◽  
Metacognitive Strategy Training ◽  
The Impact

In this study the impact of training in a metacognitive strategy on driving situation awareness (SA) is investigated. Fifty-six participants were classified into an expert group and a novice group. Driving performance was measured by the number of driving infringements participants were involved in during a simulated driving situation and SA was assessed using the Situation Awareness Global Assessment Technique (Endsley, 1990). Participants were assigned randomly to either an experimental condition, where the participants were trained in modeling as metacognitive strategy, or a control condition with no training. It was found that the experts were more situationally aware than the novices, who were involved in more driving infringements. Training in a metacognitive strategy significantly enhanced SA and reduced driving infringements for both novices and experts but more so for novices than experts. These results highlight the advantage of improving SA and driver performance by using a metacognitive training strategy to enhance SA in a wide range of dynamic and highly complicated contexts.

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