Developing Young Learners’ Metacognitive Awareness for Speaking

2021 ◽  
Author(s):  
Robbie Lee Sabnani ◽  
Christine C.M. Goh
Keyword(s):  
Metacognitive Awareness ◽  
Young Learners

scholarly journals Self-Access and Metacognitive Awareness in Young Learners: How Japanese Sixth Graders Learn How to Learn English

2015 ◽  
pp. 399-412
Author(s):  
Robert J. Werner ◽  
Yu Kobayashi
Keyword(s):  
Sixth Grade ◽  
Sixth Graders ◽  
Theory And Practice ◽  
Metacognitive Awareness ◽  
Motivating Factors ◽  
Practical Applications ◽  
Young Learners ◽  
English Class ◽  
Watching Tv ◽  
English Instruction

This paper discusses theory and practice related to self-access and metacognitive awareness in young learners. While still an emerging field, the paper presents several studies that describe young learners’ self-access through playing online multi-player digital games, watching TV/films, and reading various types of texts. The teaching of metacognitive awareness, or ‘learning how to learn’, is also discussed, and examples illustrate how this knowledge is applied to learning both in class and beyond. The latter part of this paper describes elementary English instruction in Japan and includes practical applications of learning how to learn through examples from a Japanese sixth grade English class. The students discuss motivating factors beyond the classroom, how they access metacognitive knowledge, and strategies they apply to better learn English.

The Relationship Between Interoception and Metacognition

2016 ◽  
Vol 30 (2) ◽  
pp. 76-86 ◽  
Author(s):  
Judith Meessen ◽  
Verena Mainz ◽  
Siegfried Gauggel ◽  
Eftychia Volz-Sidiropoulou ◽  
Stefan Sütterlin ◽  
...  
Keyword(s):  
Memory Performance ◽  
Memory Task ◽  
Demographic Characteristics ◽  
Metacognitive Awareness ◽  
Interoceptive Awareness ◽  
Future Research ◽  
Heartbeat Perception ◽  
Interoceptive Accuracy ◽  
The Relationship

Abstract. Recently, Garfinkel and Critchley (2013) proposed to distinguish between three facets of interoception: interoceptive sensibility, interoceptive accuracy, and interoceptive awareness. This pilot study investigated how these facets interrelate to each other and whether interoceptive awareness is related to the metacognitive awareness of memory performance. A sample of 24 healthy students completed a heartbeat perception task (HPT) and a memory task. Judgments of confidence were requested for each task. Participants filled in questionnaires assessing interoceptive sensibility, depression, anxiety, and socio-demographic characteristics. The three facets of interoception were found to be uncorrelated and interoceptive awareness was not related to metacognitive awareness of memory performance. Whereas memory performance was significantly related to metamemory awareness, interoceptive accuracy (HPT) and interoceptive awareness were not correlated. Results suggest that future research on interoception should assess all facets of interoception in order to capture the multifaceted quality of the construct.

Junior Metacognitive Awareness Inventory--Brazilian Version

2019 ◽  
Author(s):  
Geisiele de Souza Teotonio ◽  
Geida Maria Cavalcanti de Sousa ◽  
Leonardo Rodrigues Sampaio ◽  
Nilton Soares Formiga ◽  
Geazi Rosa Oliveira Teotonio
Keyword(s):  
Metacognitive Awareness ◽  
Brazilian Version ◽  
Metacognitive Awareness Inventory

THE EFFECT OF METACOGNITIVE INSTRUCTION ON MAXIMIZING EFL LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING

2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi
Keyword(s):  
Experimental Research ◽  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Listening Test ◽  
Efl Learners ◽  
Metacognitive Instruction ◽  
Before And After ◽  
Comprehension Ability ◽  
The Impact

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.

Importance of Promoting Metacognitive Awareness at University

2018 ◽  
Vol 29 (1) ◽  
pp. 3-18
Author(s):  
Masoodi Marjan
Keyword(s):  
Task Performance ◽  
Positive Feedback ◽  
Historical Development ◽  
Metacognitive Strategies ◽  
Point Of View ◽  
Metacognitive Awareness ◽  
Self Confidence ◽  
Self Knowledge ◽  
Knowledge Of Learners ◽  
Theoretical Overview

Abstract The aim of this study is to furnish a reliable theoretical overview on metacognitive awareness. This research is carried out to (1) familiarize the researchers with the definition, components and sub-components of metacognitive awareness (2) discuss a brief outline of metacognitive awareness along with its origin and essence from the point of view of its historical development (3) link metacognitive awareness to a number of other constructs, including motivation (4) illustrate the features of self-regulated students and their recruited metacognitive strategies and (5) briefly examine the major challenges in the implementation of metacognitive awareness. In conclusion, this research reveals that the analysis of metacognitive awareness and its components gives rise to a new notion of auto-noetic (self) knowledge of learners through planning, monitoring and reflectively evaluating task performance, and creates higher levels of self-efficacy which provides students with different educational contexts in which they are able to have more self-confidence, get more positive feedback both from an instructor and classmates and cultivate in learners more self-regulatory characteristics that enable them to learn autonomously, be completely equipped with motivation and be welcoming to challenges. The study provides benefits to both learners and educators. Learners can receive guidance on how to foster metacognitive awareness for being more competent learners. Furthermore, it provides meaningful insights for curriculum developers to provide metacognitive awareness-based curricula.

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