Development of L2 listening metacognitive awareness via online metacognitive listening practice

Metacognitive intervention of listening has prevailed in L2 (Second Language) listening research in the past decade. However, rare research has linked metacognitive intervention with online listening. This study examines L2 learners’ development of metacognitive awareness of listening through online metacognitive listening practice. A set of online metacognitive listening exercises were constructed, based on a metacognitive cycle that regularly guides learners through metacognitive processes of listening. Thirty-nine low-proficiency Chinese university EFL listeners from one intact class participated in the study and did online listening practice as individual outside-class homework for 14 weeks. The development of metacognitive awareness was measured by MALQ and enriched by the learners' reflective notes. Results reveal an inverted U-shape pattern in the development of metacognitive awareness and that the factors of metacognitive awareness develop asynchronously. Some factors appear more susceptible to listening task difficulty and more unstable in the development process.

The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy

Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell’s (2011) claims that explicit listening strategy instruction for lower-proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we implemented a quasi-experimental study to measure the effectiveness of a metacognitive intervention for a convenience sample of lower-proficiency (CEFR A2) Japanese university EFL learners ( n = 129). The training program focused on an explicit process-based approach, involving integrated experiential learning tasks and guided reflections, to develop learners’ L2 listening skills. Data collection consisted of TOEIC® test scores, listening comprehension tests, cloze tests, a listening self-efficacy questionnaire, and a post-treatment survey. While the training program was received favorably by students, and students displayed a slightly more confident stance towards listening in their L2, we were unable to find any strong empirical evidence that our lower-proficiency EFL learners’ listening performance improved. As such, these results provide evidence of a potential proficiency threshold for EFL learners to start to benefit from a strategy-focused metacognitive intervention.

The Impact of a Metacognitive Intervention using I.M.P.R.O.V.E. Model on Grade 7 Students’ Metacognitive Awareness in Mathematics

This study sought to investigate the impact of a Metacognitive intervention on Grade 7 students’ Metacognitive awareness in Mathematics. Using Concurrent Action Research as the research design of the study, one heterogeneous Grade 7 class from a public high school in Metro Manila underwent a six-week Metacognitive Intervention using a structured Metacognitive instructional model called, I.M.P.R.O.V.E. (Introducing the new concepts; Metacognitive questioning; Practicing; Reviewing and Reducing difficulties; Obtaining mastery; Verification; and Enrichment). The quantitative aspect of the research included the assessment of the Metacognitive Awareness before and after the intervention period using the Jr. Metacognitive Awareness Inventory (Jr. MAI). On the other hand, student interviews, Focus Group Discussions (FGD) with the observers, and learners’ outputs were examined in the qualitative aspect of the research. Results revealed that there were large, and huge significant differences between the pre-test and post-test results of the Jr. MAI. Moreover, the intervention gained affirmative responses from the teacher observers and student participants as a good intervention tool to enhance students’ Metacognitive Awareness in Mathematics. Emergent issues on the utilization of the intervention were discussed such as: Questions that direct student learning; Enrichment of students’ Metacognitive experience; and Use of reflections in Mathematics. Recommendations on improving the model utilization were also discussed which included: selection of topics where the I.M.P.R.O.V.E. is appropriate to be used; and emphasis of objectives as “today’s target” in classrooms

Searching for Metacognitive Generalities: Areas of Convergence in Learning to Write for Publication Across Doctoral Students in Science and Engineering

What aspects of writing are doctoral students metacognitive about when they write research articles for publication? Contributing to the recent conversation about metacognition in genre pedagogy, this study adopts a qualitative approach to illustrate what students have in common, across disciplines and levels of expertise, and the dynamic interplay of genre knowledge and metacognition in learning to write for research. 24 doctoral students in STEM (science, technology, engineering, and mathematics) were recruited from subsequent runs of a genre-based writing course and were interviewed within a 2-year period when they submitted an article for publication, 3 to 11 months after course completion. Over time and across disciplines, doctoral students’ metacognition converges on four main themes: genre analysis as a “tool” to read and write, audience and the readers’ mind, rhetorical strategies, and the writing process. Furthermore, these themes are extensively combined in the students’ thinking, confirming conceptualizations of expertise as an integration of knowledge types. Metacognition of these themes invoked increased perceived confidence and control over writing, suggesting key areas where metacognitive intervention may be promising.

Therapeutic Strategies for Adults with ASD. Building Romantic and Intimate Relationships; Starting Family.

This paper further examines unique aspects of emotional life of adults with ASD and challenges and rewards of building long-term romantic and family relationships. Psychotherapeutic methods of choice, DIRFloortime and mentalization, are aimed at forming, maintenance and flexible repair of the interpersonal relationship: DIRFloortime offers play- and affect-based strategies and helps to build interpersonal relationship, while mentalization techniques provide metacognitive intervention and serve as scaffolding for emotional thinking and higher-level cognition. Techniques of Floortime play, Socratic questions and collateral work proved to be effective. Clinical vignettes illustrate moving the entire family up towards more effective and harmonious co-regulated interaction with corrections to sensory triggers, elements of psychoeducation about self-regulation, and direct self-regulation individual coaching. Coregulating affect, raising self-awareness, demonstrating relationship building and repair, as well as interest in the other in the course of playful interaction; waiting and gently prodding into the emotionally meaningful subjects helps the therapist to help adult autists to erect the societal support system.