How individual metacognitive awareness relates to situation-specific metacognitive interpretations of collaborative learning tasks

Çini, Ahsen; Malmberg, Jonna; Järvelä, Sanna

doi:10.1080/03055698.2020.1834359

Cited by 17 publications

(8 citation statements)

References 71 publications

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“…This marks a significant departure from the otherwise traditional teacher-centered approaches. These theories are concerned with being aware about how one learns and regulating own learning process (Çini & Järvelä, 2023). ChatGPT help the learners ponder over their learning process, identify areas where they find difficulty while seeking specific assistance from it.…”

Section: Specific Skills In Foreign Language Literature Analysis That...mentioning

confidence: 99%

AI Application in Foreign Language Literature: ChatGPT's Impact and Skill Enhancement

Chen,

Gao,

Tang

et al. 2024

EJCEEL

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This study investigates the prospective of incorporating input hypothesis, output hypothesis, interaction hypothesis and metacognitive theory into the best practices of ChatGPT in foreign literature. The study used an online survey involving 146 Chinese internet users to examine opinions on the use of ChatGPT for foreign literature analysis and tasks. Specific skills enhanced by AI integration, such as critical thinking, nuanced comprehension, and advanced linguistic proficiency in foreign languages are discussed in the research. However, there were concerns about its ethical implications when used for literary purposes because it may lead to biases, wrong information and risks which include plagiarism. During the application of ChatGPT, it was emphasized that comprehensible input is crucial to ensure that AI provided content is both understandable and suitable to learners’ current proficiency level. Moreover, learners are encouraged to actively utilize ChatGPT as feedback as well as correction tool. Furthermore, this research allowed learners to engage in live communication through using ChatGPT as a speaking partner thereby negotiating meaning and getting instant feedback to support interaction hypothesis (IH). Underpinned by metacognitive theory, instructing learners to reflect on their learning process with the help of ChatGPT involves identifying areas of difficulty and seeking specific assistance, for example, learners may ask about linguistic doubts from chat GTP or test their understanding about certain concepts or vocabulary using it. In order to effectively integrate these hypotheses with metacognitive theories, interactive chat GPTs were designed which required learners’ involvement in comprehensible input generation of language, output meaningful interactions and reflection on learning process; reading or listening to foreign language content (input), responding or creating content (output), engaging in conversation (interaction) tasks are assessed for their comprehension and performance levels (metacognition).

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Section: Specific Skills In Foreign Language Literature Analysis That...mentioning

confidence: 99%

AI Application in Foreign Language Literature: ChatGPT's Impact and Skill Enhancement

Chen,

Gao,

Tang

et al. 2024

EJCEEL

View full text Add to dashboard Cite

show abstract

“…Metacognition and thinking about thinking have a focus on the self (Dunlosky & Metcalfe, 2008; Schleifer & Dull, 2009). Scholars, including cognitive psychologists and educational researchers (Livingston, 2003; Schraw et al, 2006; Veenman et al, 2006) suggest that ' metacognition is related to learners’ perceptions of tasks, self, and learning situations (Flavell 1979), (Çini et al, 2023, p. 2). Within the dimensions (detailed in Table 1), attributes of the learner, beliefs, dispositions, motivation, and specifics of the learning task (knowing what ) are theorized.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Metacognitive skills in low-code app development: Work-integrated learning in information systems development

Matook

Wang

KÃ¶ppel

et al. 2023

Journal of Information Technology

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Low-code platforms can provide a learning environment that integrates academic theory with practical experiences, allowing students to experience real-world ISD projects. Such a pedagogy is known as work-integrated learning (WIL). In a low-code WIL course, the focus is on the practical development experiences and the delivery of a business application based on client’s requirements. Yet, the real-world ISD experiences may inhibit metacognition, which is essential for students to succeed in future learning of digital innovations. Without metacognition, students struggle to learn how to learn and be reflective about their learning. This study uses a mixed-method design and draws on Flavell’s (1979) theoretical framework to examine metacognition in the context of low-code WIL. In particular, the study examines the effect of learner-oriented factors and task-oriented factors on metacognition and its impact on learning outcomes, such as knowledge confidence, app delivery, and grade. The quantitative results indicate that metacognition is influenced by motivation, the strategic approach, and autonomy, whereas self-efficacy beliefs have no effect. The learning outcomes are also achieved. Qualitative results (students’ essays and apps) corroborate the quantitative results while also providing additional insights into the learning in low-code WIL showing the impact of the platform and agile ISD practices on metacognition. Overall, this study offers IS educators a better understanding of how low-code platforms can foster learning-to-learn while providing real-world practical experiences.

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“…By instructing the participant in the metacognitive planning approach on the metacognitive awareness strategy before student learning, this technique has been shown to benefit the level of writing achievement. The student's ability to learn new terminology was also aided by their metacognitive awareness and connectivist learning (Aglina et al, 2020;Çini, Malmberg and Järvelä, 2020;Poo and Funn, 2017). Learning is metacognitively guided, intrinsically motivated, and strategically oriented in the context of self-regulated learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Metacognitive Awareness and Attitude Towards Communicative Approach of Junior High School Students

Montillado¹,

Lovitos²

2023

Am. J. Multidis. Res. Innov.

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This study aims to establish the significance of the influence of metacognitive awareness to the attitude towards communicative approach of Junior High School students. In order to do so, this study employed the quantitative research design using the descriptive and correlational method. Using proportionate stratified random sampling, primary data were gathered through the distribution of printed survey questionnaires inserted along with their English Modules as part of the Printed Modular-Based Learning Modality given to 369 respondents from 18 Secondary Public Schools of Division of Davao del Sur. In addressing the hypotheses of the study, correlation analysis using Pearson product moment correlation and regression analysis using Sobel z test were used. The level of metacognitive awareness as perceived by Junior High School students is high while the attitude towards communicative approach was defined as moderate. Results also revealed metacognitive awareness to have significant relationship to attitude towards communicative approach among Junior High School students. This implies that level of metacognitive awareness associates to the nature of attitude towards communicative approach. Moreover, regulation of cognition is the domain that best influences the attitude towards communicative approach among Junior High School students.

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How individual metacognitive awareness relates to situation-specific metacognitive interpretations of collaborative learning tasks

Cited by 17 publications

References 71 publications

AI Application in Foreign Language Literature: ChatGPT's Impact and Skill Enhancement

AI Application in Foreign Language Literature: ChatGPT's Impact and Skill Enhancement

Metacognitive skills in low-code app development: Work-integrated learning in information systems development

Metacognitive Awareness and Attitude Towards Communicative Approach of Junior High School Students

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