Implementing Metacognitive Strategies to Develop Vocabulary Competence

Story is not widely emphasized to be taught in terms of asking students just to read the undesigned reading passages, teachers focus more on drilling students on the learning by heart the stories by famous writers rather than working on the content. This study looks at how well students majoring in education were able to spontaneously use metacognitive strategies for reading comprehension.

Psychoeducational Strategies in School Context to Support Students With Specific Learning Disorders in a Sample of Children Aged 6 to 16

This chapter provides a literature review on the evidence-based practices for students with learning disabilities (LD). Selective studies include different effective teaching instructions, either for improving vocabulary knowledge or reading comprehension, and developing math problem-solving skills. Research-based practices could fill the gap between research and practice in special education within school context and could help LD students to achieve the same results as their peers. Reviewed studies were grouped in three main categories, namely (1) hetero-regulated language and reading instructions, (2) hetero-regulated math instructions, and (3) auto-regulated instructions/metacognitive strategies, about both language both reading skills. Twenty-six empirical contributions along the last two decades have been entered. With regard to reading, positive results were found on fluency vocabulary-based activities, explicit reading instruction, and contextual learning. With regard to math problems, cognitive and manual instructions were useful. Finally, the development of metacognitive strategies was found effective for any kind of LD. Limitations and psychoeducational implications of the findings will be illustrated, as well as some considerations for future research.

THE ROLE OF METACOGNITION STRATEGY TO ENHANCE READING COMPREHENSION

Metacognitive strategy is a learning strategy based on the metacognitive concept put forward by John Flavell that defines Metacognitive as the ability of individuals to manage their cognitive processes independently. By applying metacognitive strategies in the learning process, students are trained to get used to planning, controlling, and evaluating their thought processes in learning so that they are increasingly honed critical thinking skills as well as creative thinking skills. This ability is important to master so that students can have a sense of responsibility towards their own learning. This metacognitive reading framework should be familiar to teachers who integrate the process before reading, at the time of reading, and after reading on the process when teaching learners effective understanding strategies. Teachers are also encouraged to use metacognitive strategy models, as students can learn how to use them independently. In this article, the data were obtained from literature of study review and from other document analysis. Based on the study, metacognitive strategies help learners to use the right strategies in solving problems in reading and help students to stop their dependency using a dictionary. Metacognitive strategies train a person in learning by putting forward Higher Order Thinking Skills in reflective learning schemes

Learning Strategies Preference of Iraqi EFL Learners

The current study aims at investigating Iraqi EFL learners’ knowledge and preference of language learning strategies. Data are collected using two self-reported questionnaires; a background questionnaire and the Strategy Inventory for Language Learning (SILL, Oxford, 1990) with some modifications to meet the needs of this study. The following questions are asked: 1-Are students aware of the concept of LLS? 2- If yes, how much they know about it? 3- What are the kinds of LLS they employed in their learning? 4- What are their preferred strategies? The questionnaires are submitted to a total sample that consists of 77 students. The results show that 80.5% of the students have no knowledge whatsoever about LLS. The rest of them (19.5%) shows confused and mixed information. Moreover, the metacognitive strategies are the most often used strategies with the highest “often” percentage of 53.1%. Next is the cognitive and memory strategies of 43.2% & 40.2 percentages respectively. These highest rates show the most preferred strategies used by the students in our department. As for the frequency of use, the metacognitive strategies are still the preferred and most frequently used with a total percentage of 92.6%. Memory strategies hold the second position with a total percentage of 90%. The rest shows the same range of frequency except the effective strategies that fall behind by approximately 10% to 15% less than the rest.

The Effect of Using KWL (Know-Want-Learned) Strategy on Reading Comprehension Of 5th Grade EFL Students in Kuwait

Metacognitive reading strategies play an essential role in improving reading comprehension. This study explores the effects of English metacognitive reading strategies and reading comprehension in Kuwaiti primary school students as foreign language learners; this experimental study tries to find a relationship between students' metacognitive strategies, metacognitive strategies, and students' reading performance. Participants were fifth grade EFL students in Kuwait primary education government public schools. The students' reading comprehension was evaluated. Comprehension tracking strategies were measured using Metacognitive strategies (K-W-L Plus). While the experimental groups (B) received instructions according to (K-W-L Plus) techniques, the control (A) group was trained with the traditional teaching approach based on the Kuwait national curriculum school textbooks. A questionnaire investigating the use of English and perceived English proficiency was also conducted. The results revealed that Perceived proficiency in English was not determined by the early or late pre-school age of second language acquisition. Also, bilingual students with perceived proficiency in English had better meta-cognitive reading skills than low perceived proficiency in English. Comprehension monitoring and (K-W-L) strategy was adequate and the most important predictor of reading comprehension among all students in the research sample.

Analysis of predictive capabilities of metacognitive strategies in the expression of professional thinking of military personnel

The article examines professional thinking in relation to the conditions of military activity. The goal is to identify a model of cadets’ metacognitive competence, contributing to the successful formation of professional thinking in the conditions of military activity. The construction of two regression models is carried out by means of multiple stepwise regression analysis with inclusion. In the first model, the variable response was the over-situational style of thinking of servicemen, determined by the questionnaire «Determination of the dominant level of problematicity in solving service-professional problem situations.» In the second model of the variable, the response was the type of professional thinking determined on the basis of the case method. Cadets’ metacognitive strategies were used as variable predictors. It was possible to establish that both regression models are statistically significant, the level of error probability is less than 0.01% and explain more than 40% of the variability of the variable responses. All metacognitive strategies (six variable predictors) in the first model have a statistically significant relationship with variable responses (p≤0.05). The predictive influence on the dominance of a certain type of professional thinking among cadets has the character of structural interaction. Metacognitive strategies such as information acquisition, concentration, time management and the level of reflection are facilitators for the formation of a supra-situational level of cadets’ professional thinking. Whereas metacognitive knowledge and metacognitive activity act as inhibitors.

The Application of Metacognition to Business Decision Making

<p>One of the challenges facing managers in modern-day business is the ability to make effective decisions amidst complexity. Complexity manifests in many aspects of business, in particular the competitive environment. Complexity causes uncertainty and ambiguity which force businesses to think creatively in order to be adaptive and responsive. Traditional practices of decision making are often inadequate to deal with the challenges of modern-day complexity. Recognition is growing that modern businesses need to enhance their decision-making processes and systems to better reflect the current business environment. Traditional models of decision making are based on rational and intuitive decision-making processes. The present study draws upon insights from the emerging field of neuroscience to explore cognitive processes of decision making. In particular, the process of metacognition (the ability to think about what one is thinking about) is examined. The central proposition underlying the study is that awareness of metacognition can improve decision-making ability at the individual level of analysis. The literature on metacognition and decision making provide a foundation for integrating across the two disciplines. Theoretical and operational models are developed from these literatures. The main aim of the research is to introduce the concept of metacognition, a phenomenon salient in the neuroscience literature, to the process of decision making within the modern business context. The study tests the influence of understanding metacognition in relation to decision making through an experimental design, including use of experimental and control groups. The experimental group receives advance exposure to metacognitive strategies, including thinking aloud and visualisation, whereas the control group approaches the decision making exercises without special instructions. Decision making is measured by three exercises: problem solving, memory retention and lateral thinking. Each exercise is examined and tested individually to determine the extent of the influence of metacognitive awareness. Baseline metacognitive ability is assessed through a Metacognitive Awareness Inventory for both groups as a control variable. Ninety students across four Victoria University of Wellington business school undergraduate courses voluntarily participated in the experiment. The students were randomly divided into two groups: an experimental group and a control group. Each participant was given a questionnaire requiring approximately 30 minutes to complete, with a number of problem statements and exercises that tested problem solving, memory retention and lateral thinking ability. The findings from the study demonstrate that the experimental group, who were cued in advance to apply metacognitive strategies, performed better at problem solving and memory retention. There was no significant difference in means between the experimental and control group for the lateral thinking exercise. These results are discussed in detail. The research suggests that teaching students about the concept of metacognition along with developing skills in the application of metacognitive strategies have the potential to enhance decision-making capacity, which in turn will address the challenges of complexity. It is proposed that the findings from this study may be relevant within the managerial context and that similar interventions might be considered for future management development programmes. These findings support the current literature which has primarily focused on the school sector. Limitations are recognised, including generalisability, and avenues for future research are proposed, including further applications of metacognition, along with other insights from neuroscience, to enhance processes of business decisio</p>