Developing children's language learner strategies at primary school

Kirsch, Claudine

doi:10.1080/03004279.2012.691372

Cited by 10 publications

(7 citation statements)

References 39 publications

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“…As with adults, children's language development is affected by the LLS. Thus they need to develop and use a range of strategies to manipulate the new input presented in language classrooms (Kirsch, 2012). In this sense, teachers as agents of changes in the learning environment are responsible to make learners aware of these strategies and to enable them to use a wider range of appropriate strategies (Oxford, 2003).…”

Section: Lls Inventoriesmentioning

confidence: 99%

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Identifying Children’s Language Learning Strategies: Turkish Example

Gürsoy¹,

Eken²

2018

Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras

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Section: Lls Inventoriesmentioning

confidence: 99%

“…Majority of the research on the LLS so far mostly focused on adolescents and adults (see Green & Oxford, 1995;Griffiths & Parr, 2001;Halbach, 2000;Kirsch, 2008;Sheorey, 1999). In particular, limited number of works has investigated the strategies of YLs.…”

Section: Introductionmentioning

confidence: 99%

Identifying Children’s Language Learning Strategies: Turkish Example

Gürsoy¹,

Eken²

2018

Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras

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“…Some authors (Kirsh 2012;Larkin 2010) have argued that providing young learners with opportunities for reflection while learning a foreign language, such as English, enables them to enhance their strategy use, develop self-regulation, autonomy and proficiency in using the language. Specifically, Larkin (2010) provided evidence that with time and reflection, learners are capable of developing metacognitive and metalinguistic awareness, allowing them to improve their use of the language.…”

Section: Introductionmentioning

confidence: 99%

Does training in how to regulate one’s learning affect how students report self-regulated learning in diary tasks?

Ferreira

Simão

Silva

2014

Metacognition Learning

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The processes and perceptions of students' self-regulated learning are not easily measured. Thus, research has presented and suggested numerous ways in which these processes and perceptions of self-regulated learning can be investigated and assessed. Accordingly, this study aims to assess whether training in how to regulate one's learning is related to students' growth patterns regarding their reported selfregulated learning activity over time. This study also investigates whether this type of training has an impact on students' reflective ability and academic performance. To reach these goals, we examined whether students' use of a diary task -developed by interviewing primary school students (n=43) and validated with exploratory (n=78) and confirmatory (n=83) factor analysis -would capture change in students' reported self-regulated learning activity and reflective ability during training in how to regulate one's learning (students: n=100; diary task entries: n=1,000). Students' academic performance was assessed with an oral and vocabulary task. Results from multilevel linear modeling revealed different growth rates of reported self-regulated learning activity over time between students who experienced training and students who did not. Furthermore, pre and posttest results revealed that the students who experienced the training reported their reflections more autonomously and specifically in their diary task and had better academic performance than students who did not. These results demonstrate how the diary task captured change in students' perceptions, validating it as a monitoring tool. Lastly, implications for practitioners are discussed and suggestions for future studies are proposed.

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“…These students also performed an English task so as to allow us to assess their performance in EFL in comparison with their performance in the CATOM. As seen in previous studies (Ferreira, Almeida, & Prieto, 2011;2012), we decided to use a type of statistical analysis that is distinct from the Classical Test Theory for this second analysis, because it would allow us to better understand students' ratings. Specifically, we proceeded with the Rasch analysis with the Winsteps program (Linacre, 2013) in order to assess the unidimensionality of the instrument, as well as to understand how the children had rated their MA.…”

Section: Item Response Theory Approachmentioning

confidence: 99%

The unidimensionality and overestimation of metacognitive awareness in children:validating the CATOM

2015

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Título: Unidimensionalidad y sobreestimación de la conciencia metacognitiva en niños: Validación del CATOM. Resumen. Los niños normalmente tienen dificultades para informar sobre su funcionamiento metacognitivo, hecho que, con frecuencia, les lleva a sobrevalorarse en situaciones de aprendizaje. Por tanto, este estudio pretende comprender cómo los niños (n = 1029) informan sobre su funcionamiento metacognitivo y ofrece una primera aproximación a la medición de la conciencia metacognitiva (CM) en niños. Así, tras observar que los resultados de un análisis factorial exploratorio indican que el instrumento de medida presenta una estructura unidimensional, se aplicó la Teoría de Respuesta al Ítem para analizar dicha unidimensionalidad así como las interacciones entre los participantes y los ítems. Los resultados indican una buena fiabilidad tanto ítem (.87) como persona (.87), con un alfa de Cronbach .95 para la dimensión CM. Además, los resultados corroboran la tendencia de los niños a sobreestimar su funcionamiento metacognitivo y sugieren que el instrumento tiene un alto potencial tanto para la investigación como para la práctica profesional. Palabras clave: metacognición, conocimiento metacognitivo, habilidades metacognitivas, aprendizaje autoregulado, Teoría de Respuesta al Ítem.Abstract. Children often have difficulty in reporting their metacognitive functioning, which leads them to frequently overrating themselves under learning situations. Hence, this study presents a preliminary approach of how children's metacognitive awareness (MA) can be measured. Essentially, this study aims to understand how children (n =1029) report their metacognitive functioning. In a first analysis, EFA revealed a unidimensional structure of the instrument (MK and MS). Item Response Theory was then used to analyse the unidimensionality of the dimension and the interactions between participants and items. Results revealed good item reliability (.87) and good person reliability (.87) with good Cronbach's α for MA (.95). These results show the potential of the instrument, as well as a tendency of children to overrate their metacognitive functioning. Implications for researchers and practitioners are discussed. Key words: Metacognition, Metacognitive Knowledge, Metacognitive Skills, Self-regulated Learning, Item Response Theory. 1*) IntroductionThe literature on self-regulation (Pintrich, 2000) considers metacognition as one of its important components because it consists of individuals' knowledge of their own cognitive and affective processes, including their ability to consciously and intentionally monitor and regulate these processes (Hacker, 1998). Flavell (1976) first defined metacognition as active monitoring and subsequent regulation and management of processed information regarding concrete goals or objectives. Later, Efklides (2008) described metacognition as being a "critical component of the self-regulation process because" (p. 283) it includes self-awareness, which in turn, involves past experiences, beliefs and goals, as w...

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Developing children's language learner strategies at primary school

Cited by 10 publications

References 39 publications

Identifying Children’s Language Learning Strategies: Turkish Example

Identifying Children’s Language Learning Strategies: Turkish Example

Does training in how to regulate one’s learning affect how students report self-regulated learning in diary tasks?

The unidimensionality and overestimation of metacognitive awareness in children:validating the CATOM

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