Children's Metacognition About Reading: issues in Definition, Measurement, and Instruction

Jacobs, Janis E.; Paris, Scott G.

doi:10.1080/00461520.1987.9653052

Cited by 372 publications

(286 citation statements)

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“…Although different terms have been used, metacognition is divided into two main sub-components: a knowledge component and an executive regulation component (Hacker 1998;Kuhn 2000;Paris and Winograd 1990;Tobias and Everson 2000;). For the first component, metacognitive knowledge, Jacobs and Paris (1987) also introduce a further division into declarative, procedural and conditional knowledge, which will be adopted in the study reported in this paper.…”

Section: Literature Reviewmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Literature Reviewmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…In fact, this was due to the unavailability of participants and thus we acknowledge that the results are not generalizable. On top of that, self-report data gathering tools such as questionnaires and interviews have their own weaknesses especially when the participants are reluctant (Jacobs and Paris 1987). Furthermore, the limitation inherent in the interview as the data collection technique was that the researcher had to rely on the interviewees' reports of their metacognitive awareness while the statements produced by the participants may have been distorted by their memories and imperfect recall.…”

Section: Resultsmentioning

confidence: 99%

Metacognitive awareness of skilled and less-skilled EFL writers

Farahian

Avarzamani

2018

Asian. J. Second. Foreign. Lang. Educ.

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The present study sought the differences between more and less proficient EFL (English as a Foreign Language) writers regarding their metacognitive awareness of writing (MAW). We also examined the relationship between MAW and EFL writing success. We used a validated MAW questionnaire for a comprehensive evaluation of the writers' metacognitive awareness. The results demonstrated that skillful EFL writers benefit from higher metacognitive awareness. Furthermore, we found that metacognitive awareness (and its sub-categories) is positively correlated with writing proficiency, except for avoidance strategy which showed a negative correlation. The mixed design of this study which is a part of a larger project would help researchers to gain new insights into the role of metacognitive awareness in EFL writing success.

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“…Brown, 1987;Jacobs & Paris, 1987). As the study aims to determine whether peer collaboration may enhance students' metacognitive awareness, it will focus in its analysis on learners' knowledge of cognition, which includes three kinds of metacognitive awareness: declarative knowledge, procedural knowledge and conditional knowledge (Flavell, 1979;Schraw, 1998;Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006;Wenden, 1991).…”

Section: Metacognitive Awarenessmentioning

confidence: 98%

Metacognitive awareness in foreign language learning through Facebook

Peeters

2015

DuJAL

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While over the past decade social network sites have enabled both learners and teachers to set up various forms of online collaborative learning environments, there is an ongoing discussion on how collaboration through these social media platforms can be situated with regard to the development of metacognitive awareness (Li, Pow & Cheung, 2015). This paper presents a study on the development of learners' metacognitive awareness of first-year English majors collaborating in a closed Facebook group. The theoretical framework for the development of metacognition, proposed by Gunawardena et al. (2009), was used to analyse the students' metacognitive strategies when working together online. The study shows that students utilise the social network site to complete given learning tasks, and extend their use of the forum by setting new learning goals and socialising with their peers. The students show that, through peer collaboration, they are able to evaluate and plan their learning process online.

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Children's Metacognition About Reading: issues in Definition, Measurement, and Instruction

Cited by 372 publications

References 0 publications

Metacognition in Language Learning and Teaching

Metacognition in Language Learning and Teaching

Metacognitive awareness of skilled and less-skilled EFL writers

Metacognitive awareness in foreign language learning through Facebook

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