Metakognityvinės taktikos ir strategijos įtaka užsienio kalbos mokymosi rezultatams

Suchanova, Jelena; Šliogerienė, Jolita

doi:10.3846/coactivity.2006.18

Cited by 4 publications

(3 citation statements)

References 5 publications

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“…A technique which learners use to evaluate, predict, regulate, plan, manage and monitor their online reading is defined as metacognitive awareness (Mokhtarti and Reichard, 2002;Ramli et al, 2011;Anderson, 2003;Suchanova, Šliogerienė, 2006;Anderson, 2002). According to Mokhtarti and Reichard (2002, p. 1), "awareness and monitoring processes are often referred to in the literature as metacognition, which can be thought of as the knowledge of the readers' cognition about reading and the self-control mechanisms they exercise when monitoring and regulating text comprehension".…”

Section: Online Reading Strategies and Metacognitive Awarenessmentioning

confidence: 99%

Metacognitive Online Reading Strategies in Foreign Language Learning Context at University

Vaičiūnienė¹,

Užpalienė²

2013

Social Technologies

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Purpose-this research is aimed to identify the metacognitive online reading strategies employed by MRU students and assess the interrelation between online reading strategies and metacognitive awareness. Design/methodology/approach-the authors present and evaluate the findings obtained by using Online Survey of Reading Strategies (OSORS), the survey, which helped to identify MRU students' metacognitive online reading strategies in a foreign language learning context. The methods applied in the research were the following ones: literature review and descriptive analysis of the obtained quantitative data. The quantitative research and descriptive analysis of the data received from the survey was applied. The target group of the study conducted at MRU consisted of 89 full-time students having different online reading experience. The sample was composed of students from five Bachelor study programmes studying in the academic year of 2012-2013. The instrument of the research (OSORS) was composed of 38 items. Findings-the findings obtained through the survey revealed that readers work directly with the text to solve problems while reading online. However, a low score on any of the subscales of the inventory (i.e. Support strategies use) indicates that there may be strategies in these parts that students might want to learn about and consider using them when reading online. By focusing students' attention on the metacognitive reading strategies identified in the OSORS language, teachers could help students improve their online reading ability. Teachers should include strategy awareness as training component in their students' online learning tasks. Research limitations/implications-the research sample is rather limited (89 participants). Practical implications-seeking to develop students' online reading capacity, it is valuable for teachers to discover students' preferences for online reading strategies and identify encountered problems before focussing on the online reading issues, in which MRU students need the most help. Originality/value-the findings in relation to the usage of metacognitive online reading strategies employed by MRU language learners imply that reading comprehension is not only a matter of language proficiency, but, in part, a matter of metacognitive reading online strategies.

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Section: Online Reading Strategies and Metacognitive Awarenessmentioning

confidence: 99%

Metacognitive Online Reading Strategies in Foreign Language Learning Context at University

Vaičiūnienė¹,

Užpalienė²

2013

Social Technologies

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“…The obtained data are presented below. However, probably due to some uncertainty over strategy grouping, our results differ from similar research into strategies of learners at tertiary level (Suchanova, Šliogerienė 2006). For this reason, the different type of Strategy Inventory for language learning, which is based on students' opinions, has been used.…”

Section: Respondents and Methodsmentioning

confidence: 66%

Translation as a Cognitive Strategy for Lifelong Learning

Kavaliauskienė¹,

Kaminskienė²

2017

VertStud

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Learning strategies are immensely ambiguous phenomena and nothing is clear-cut about them.zoltan DőrnyeiThe object of education is to prepare the young to educate themselves throughout their lives. Robert M. HutchinsThe paper examines how the language learning strategies that learners prefer in learning professional language at tertiary level can be used for lifelong education. It is well known that in language learning students apply various learning strategies, yet not all learners are equally successful in their studies. This research is based on the analysis of data obtained from two different surveys of learners' preferred language learning strategies. Respondents spread over two levels of English proficiency and their learning strategies are compared. Selfevaluation and reflections on learning outcomes reveal how important or unimportant various learning strategies are and which might be relevant to lifelong learning. The study found that students' preferred strategies can be an effective means to foster their motivation for self-development and, in the long run, lifelong learning.

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“…Researchers relate self-directedness with metacognition, which involves learners' abilities to control, evaluate, and create their learning process plans (Havenga et al, 2013;Karatas & Arpaci, 2021;Kincannon et al, 1999;Okoro & Chukwudi, 2011;Shannon, 2008;Suchanova, 2008;Suchanova & Šliogerienė, 2006;Victori, 2004;Victori & Lockhart, 1995). Students who are taught metacognitive strategies tend to be more responsible, independent and dedicated learners, who develop higher levels of self-directedness (Havenga et al, 2013;Shannon, 2008).…”

Section: Literature Overviewmentioning

confidence: 99%

The enhancement of self-directedness in the studies of English books for specific purposes: an analysis of ESP study books

Kildė

2022

JECS

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Aim. It has been acknowledged by research that self-directedness proves to be fundamental in learning processes. Despite the fact that self-directedness is vital in the perspective of lifelong learning, there is an insufficient amount of known research that focuses on enhancing self-directedness in the studies of English for Specific Purposes (ESP). In order to expand the body of knowledge in this field, the aim of this work is to establish the types of tasks used in ESP study books which contribute to learners’ self-directedness. Methods. The study employs the methods of relevant literature analysis and comparative analysis of three ESP study books published by Oxford University Press, Pearson Education Limited and Macmillan, which are designed for the intermediate and upper-intermediate students of Business English. Results and conclusion. The comparison shows that the analysed ESP study books contribute to the enhancement of self-directedness through a communicative type of tasks (reading, vocabulary building, speaking, listening activities), which correlates with the categories of Remembering, Understanding, Applying, Analysing, Evaluating, and Creating of Bloom’s Revised Taxonomy by Lorin Anderson and David Krathwohl (2001). Thus, the findings allow to conclude that reading, vocabulary building, speaking, and listening tasks provided in the three ESP study books are designed to develop not only learners’ linguistic competences, but also their self-directedness. Cognitive value. Understanding the types of tasks that encourage learners to transition from low-order thinking skills to high-order thinking skills, which enables them to self-direct their learning, may be of fundamental importance in the studies of English for Specific Purposes.

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Metakognityvinės taktikos ir strategijos įtaka užsienio kalbos mokymosi rezultatams

Cited by 4 publications

References 5 publications

Metacognitive Online Reading Strategies in Foreign Language Learning Context at University

Metacognitive Online Reading Strategies in Foreign Language Learning Context at University

Translation as a Cognitive Strategy for Lifelong Learning

The enhancement of self-directedness in the studies of English books for specific purposes: an analysis of ESP study books

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