Metacognition and self-regulated learning (SRL) in second/foreign language teaching

Published on Jan 1, 2019
· DOI :10.1007/978-3-319-58542-0_47-1
D Zhang1
Estimated H-index: 1
,
Jun Lawrence Zhang1
Estimated H-index: 1
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Abstract
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Metacognition literally means “beyond knowing.” It consists of knowing about one's knowing, or, in other words, knowing what one knows and does not know. Students who think about and come to know what it is that they actually know in comparison to what they should know can employ self-regulation—the practice of correcting deficiencies in one's knowledge—to increase their academic achievements. Teaching self-regulation skills entails helping students to fill gaps in their understanding and challe...
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Motivational regulation has long been recognized as an essential but insufficiently investigated aspect of self-regulated learning (SRL), especially in relation to learning English-as-a-foreign-language (EFL) writing. This study intends to fill the gap by investigating the predictive effect of motivational regulation strategies on EFL students’ writing performance mediated by SRL strategies. Data were collected from undergraduate students in mainland China (N = 512) through self-report questionn...
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The University of Bergen has taken the administrative responsibility and generously covered most of the cost of making this book available in Open Access. We also thank the University of South-Eastern Norway for making a contribution to publishing Open Access.
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Abstract Language learner strategy research has been dogged by criticisms in recent decades culminating in calls for the field to be replaced with the construct of self-regulation. This paper aims to evaluate how the field has responded to such critique, and to investigate how self-regulation has impacted strategy research in recent years. The study utilizes a systematic review methodology to examine key studies conducted and published from 2010 to 2016 to reveal current trends, and to elucidate...
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ABSTRACTThis study explored the processes of utilization of resources in secondary students’ self-regulated strategic writing for academic studies in an English as medium of instruction context in Hong Kong. Drawing on multiple data sources collected through the observation of lessons, stimulated recall and semi-structured interviews, the study examined the features of six secondary students’ self-regulated writing with focus on how they used resources strategically to overcome challenges in aca...
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This study aimed to validate a newly-developed instrument, The Writing Strategies for Self-Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants. Confirmatory factor analyses (CFA) through structural equation modeling (SEM) were applied to evaluate 3 hypothesized models. The results of the CFA va...
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Strategies-based instruction (SBI) is widely accepted and successfully implemented in North America in language and literacy programmes, but little has been reported on how this strategy would work in a bilingual/biliteracy learning context. This chapter reports on the efficacy of such an intervention conducted in two Singapore primary schools, where the government implements a unique bilingual/biliteracy policy in education, by which English is offered as the first language and one of the other...
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Abstract Learners' strategy use has been widely researched over the past few decades. However, studies which focus on the impact of strategy instruction on strategy use, and how far learners of different proficiency levels are able to use the strategies taught in an effective manner, are somewhat rare. The focus of this paper is the impact of writing strategy instruction on writing strategy use of a group of 12 s language learners learning to write in English for Academic Purposes classes. Stimu...
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In order to promote the sustainable development of students’ learning capabilities, students are expected to take an active role in the feedback process. Ideally, students should not only actively interpret and act on the feedback received from their teachers, but they should also serve as feedback generators for their peers and themselves. Our study aimed to explore Chinese university English-as-a-Foreign-Language (EFL) students’ perceptions of the feedback practices in their classrooms and the...
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Success in higher education is highly dependent on students’ ability to efficiently read and comprehend large amounts of text in the speaker’s first/native language (L1) and also in a Foreign Language (FL). Good text comprehension requires readers to implement a variety of metacognitive processes in order to self-regulate understanding. However, most readers are inaccurate when monitoring their own comprehension level, in the native language. Several studies have investigated FL comprehension mo...
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