Metacognitive Instruction in Listening is a pedagogical procedure that allows the learners to enhance their awareness of the listening process and, at the same time, helps them develop their listening skills. This is a quasi-experiment study conducted on ninety (90) Grade 10 students to determine the efficacy of Metacognitive Process-Based Listening Instruction on students' listening comprehension and metacognitive awareness. A pretest-posttest quasi-experimental research design consisting of two (2) heterogeneous intact classes were used to establish the effects of the Metacognitive Process-Based Listening Instruction on the level of listening comprehension and metacognitive awareness among the Grade 10 students of Malaybalay City National Science High School for the School Year 2019-2020. The instruments used were: (a) validated teacher-made pretest/posttest and an adopted metacognitive awareness listening questionnaire (MALQ). Descriptive statistics such as mean, percentage and standard deviation were utilized to identify the level of listening comprehension and metacognitive awareness, while t-test and analysis of covariance (ANCOVA) were used to identify the significant difference between the students' listening comprehension and metacognitive awareness. The results of the study revealed that the listening comprehension level of students in the Metacognitive Process-Based Listening Instruction (MPBLI) was in the Elementary Level (37.60) in the pretest and then became Advanced Level (62.67) in the posttest, while the students in the Non-Metacognitive Process-Based Listening Instruction (NMBLI) were in the Elementary Level (34. 89) in the pretest and then became Upper Intermediate Level (58.15) in the posttest. For the metacognitive awareness level, the students in the MPBLI was Moderately Positive (3.74) in the pretest, which later turned to Positive (4.11) in the posttest. On the other hand, the students who were in NMPBLI had a Moderately Positive (3.62) in the pretest and remained Moderately Positive (3.82) in the posttest. There was also a significant difference in the two groups' listening comprehension and metacognitive awareness with a probability value of 0.00. Generally, the Metacognitive Process-Based Listening Instruction helped the students to improve their listening comprehension level as well as enhanced their metacognitive awareness level.

Collaborative Strategic Reading (CSR) is a comprehension approach developed by Janette Klingner and Sharon Vaughn in 1996 and 1998, which uses a mix of whole class instruction and small cooperative peer learning groups. It begins with teacher modeling, role-playing, and teacher think-aloud and then, followed by the formation of heterogeneous cooperative learning groups in which students employ four comprehension strategies: Preview, Click and Clunk, Get the Gist, and Wrap Up. This study investigated the effects of Collaborative Strategic Reading on students’ comprehension and motivation. Specifically, it sought to determine the reading comprehension level of the students in the CSR and non- CSR group in the pretest and posttest; identify the motivation level of the students in the CSR and non- CSR group in the pretest and posttest; find out if there is a significant difference in the reading comprehension level of the students in the CSR and non-CSR groups, and assess if there is a significant difference in the motivation level of the students in the CSR and non-CSR groups. The study used a quasi-experimental design method. It utilized a random sampling among 70 Grade 9 participants. The reading comprehension levels of students were identified through a teacher-made comprehension test which was interpreted using Phil-IRI Silent Reading Program. Students’ motivation was determined through a reading motivation questionnaire adapted from Wigfield and Guthrie (1997). Results showed that the CSR group outscored the non-CSR group on their reading comprehension. Also, students in both groups were moderately motivated towards reading, however, the CSR group has higher motivation compared to non-CSR group. Moreover, there was a significant difference in the reading comprehension of students exposed to CSR and non-CSR groups. On the other hand, the reading motivation of students exposed to CSR and non-CSR groups was statistically significant. Therefore, CSR was effective in improving the reading comprehension of students as well as enhancing their reading motivation.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" /></p>

Picture Word Inductive Model (PWIM) is an inquiry-based vocabulary strategy which uses pictures to transmit information to the learners. This study investigated how PWIM affected the vocabulary achievement and attitude of the Grade 8 students. There were 50 participants of the study, 25 from the group exposed to PWIM and 25 from the group not exposed to PWIM. The vocabulary achievements of the students were identified using the 64-item teacher-made pre-test, posttest, and retention test. Students’ attitudes towards vocabulary learning were determined through a 20-item Likert-Scale Questionnaire on The Learners’ Attitude Towards Vocabulary Learning adapted from Gimolatan (2016). Results showed that the group exposed to PWIM strategy outperformed the unexposed group in vocabulary achievement in terms of posttest and retention test. Non-PWIM strategy was able to increase the students’ vocabulary achievement, but the increase was not as high as of the learners exposed to PWIM. Also, the students exposed to PWIM improved their attitude towards vocabulary learning from moderately positive to positive attitude while the group not exposed to PWIM remained to have a moderately positive attitude. Moreover, the vocabulary achievement of students exposed to PWIM was significantly higher than the students who were not exposed to PWIM. There was also a significant difference on the attitude of the students exposed and not exposed to PWIM towards vocabulary learning. Thus, PWIM was effective in improving the students’ vocabulary achievement as well as in enhancing their attitude towards vocabulary learning.