Metacognitive Strategies: Asset to Efficient Learning and Education

Doulík, Pavel; Škoda, Jiřı́; Říčan, Jaroslav

doi:10.18355/pg.2015.4.1.62-81

Cited by 2 publications

(1 citation statement)

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“…The metacognition terminology comes with the definition as the ability of someone to know how well the cognitive Journal of Research on English and Language Learning is licensed under a Creative Commons Attribution 4.0 International License functions work together with monitoring ability while reading text and those must be controlled and adjusted based on the needs of the learning treatment, process and goal (Mitsea, 2019). Thinking process of thinking is also the definition of metacognition based on Pavel Doulik (Doulík et al, 2015). Planning, monitoring, and evaluation are the steps of metacognition regulation and this is regarded as "self-management" of cognition implying contemplative "self-appraisal" that corroborates awareness and has been considered as executive control (Mitsea, 2019).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of using metacognitive strategy to teach online reading comprehension for English Young Learners

Jamilah

2021

J-REaLL

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This research aims to identify the effectiveness of using metacognitive strategy in teaching online descriptive text. Fifty students of the second year at MA Al-Istiqomah, Mojokerto were involved in this study. This research is One-Group Pretest-Posttest Design. Students’ reading achievement based on the minimum passing score and field notes were the instruments to get the data. The present study results in the implementation of metacognitive strategy improved the students’ skill in reading online descriptive text especially in ascertaining main idea, supporting idea and topic sentence. This showed the significant improvement of the students’ reading comprehension skills of an online descriptive text when implementing metacognitive strategy on their learning process. The finding of the present study is expected to be applicable in the online based class during this pandemic Covid -19.Keywords: online reading comprehension; descriptive texts; metacognitive strategy

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Section: Introductionmentioning

confidence: 99%

The effectiveness of using metacognitive strategy to teach online reading comprehension for English Young Learners

Jamilah

2021

J-REaLL

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Preferences for activities in French textbooks used in Slovak secondary schools analysed with Birova´s Communication Curve Tool

Birova

2016

Journal of Language and Cultural Education

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Which textbooks are used in French classes? Can the struggle to choose a good textbook affect the communication procedure in French? What is the proportion of language, intercultural and communicative activities in selected textbooks? What are the reasons for purchasing language-based and communication-based textbooks? The present study explores these questions and presents results with broad implications for teachers of French at secondary schools. It points out some significant markers such as textbook type activities preferences and arguments for choosing textbooks for French classes.Keywords textbooks, frequency, activities, preferences, communication, appropriateness IntroductionSlovak state standards and curricula are becoming increasingly important not only in the implementation of instruction but also in choosing a good textbook. Many textbook publishers provide a variety of activities in order to fulfil general textbook standards without considering the balance between the intercultural importance, grammar significance and communication needs. In the paper, I present partial results from the empirical research conducted within a year. I propose a survey of textbooks used for teaching French at secondary schools in Slovakia. The objective of this study is not only to show what textbooks are used and with what frequency, but I also I intend to demonstrate that, for instance, the textbooks which are used often do not sufficiently attain the communicative objective.When choosing a textbook, several elements should be taken into consideration-the students, the proportion of language-based and communication-based or task-based activities, the proportion of activities enhancing the students´ input and output, the curricula content. Cunningsworth (1995) suggests four criteria for evaluating language textbooks. They should:  reflect students´ needs and match learning objectives,  reflect the use of language communicatively,  facilitate learning processes by eclecticism,  sustain a clear role as a support for learning.

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Metacognitive Strategies: Asset to Efficient Learning and Education

Cited by 2 publications

References 26 publications

The effectiveness of using metacognitive strategy to teach online reading comprehension for English Young Learners

The effectiveness of using metacognitive strategy to teach online reading comprehension for English Young Learners

Preferences for activities in French textbooks used in Slovak secondary schools analysed with Birova´s Communication Curve Tool

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