Registration of Self-Regulation Processes with First Year Students of a HAVO-VWO Comprehensive School by Means of Thinking Aloud (original) (raw)
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It is remarkable that there are only a few studies that measures to what extent metacognitive and self-regulation skills affect students' academic achievements in the English lesson. This study is important for identifying the personal variables that have an impact on metacognitive and self-regulation skill and determining the relationship between these skills and the academic achievement in the English lesson. The purpose of the study is to see if there is a relationship between preparatory class students' metacognitive and self-regulation skills and their academic achievements in learning a language and to determine whether students' levels of metacognitive and self-regulation skills differ by certain variables. Descriptive survey method, one of the quantitative research models, was used in this study and data was collected by two scales. Students' grades in the first mid-term exam were used to determine their academic achievements. It was concluded that the students had high levels of selfregulation and metacognitive skills. Whereas students' self-regulation skills differed in favor of the female students, it was found that these skills did not differ by age, students' faculties, type of education, and type of graduation high school. A positive, significant relationship was revealed between students' self-regulation skills and academic achievements in the English lesson. While there was a relationship students' self-regulation skills and academic achievements in the English lesson, no significant relationship was found between their metacognitive skills and academic achievements. It was concluded that students' levels of metacognitive skills differed in favor of the female students but not by students' faculties, type of education, ages, and type of graduation high school.
Learning and Individual Differences, 2019
This study explores the occurrence of different self-regulated learning (SRL) profiles in upper primary school children by means of a general self-report questionnaire and think-aloud protocol analysis. Further, it investigates the relation of students' SRL profile with their general achievement level and gender on the one hand and with their test performance on the other hand. Cluster analysis on the self-report questionnaire shows the presence of four profiles (i.e., active learners with high quantity motivation, active learners with high quality motivation, passive learners with low quantity motivation, passive learners with low quality motivation). Cluster analysis on the think-aloud protocols, however, only distinguished two profiles (i.e., low and high SRL learners). Taking into account the latter clusters, a positive relation was found between the more preferable SRL profile (i.e., high SRL learners) and students' performance on a cued recall test.
Self-regulated learning in English language learners
2020
The purpose of this study was to understand the prevalence of self-regulated learning (SRL) in urban, adolescent ELLs, to describe SRL in these ELLs, understand the relationship between SRL and contextual variables relevant to ELLs (i.e., language proficiency and acculturation), and the relationship of SRL with ELLs' opportunity to learn strategies as well as their academic achievement. A cross-sectional design was developed within an ecological framework to gather self-report data from 79 (53% female) ELLs in an urban high school who consented to participate. The mean age was 17.23 and mean grade level was 10.74. Measures were translated to ensure cultural and linguistic appropriateness for this population. Paper surveys were administered at school and took 30 to 40 minutes to complete. Data were analyzed using SPSS 25 and interpreted using an ecological framework. The data supported analyses of variance and partial correlational analysis that provided answers to the following research questions: What are urban ELLs' self-reports about how they self-regulate their learning? Are there differences in ELLs self-report about metacognition vs. self-regulation? To what extent do ELLs' self-reports about opportunities to learn strategies relate to SRL? The data did not support proposed regression analyses to examine the relationship between SRL and language proficiency, acculturation, and academic achievement. ELLs self-reported significantly greater metacognition than self-regulation with respect to their learning. Females scored higher than males, and older students scored higher than younger students on SRL as a whole, and on their ability to regulate their learning. Gender and age-related differences on metacognition were not significant. Implications for theory, research and practice are discussed along with limitations of this study and future directions.
Metacognition in the classroom
Procedia - Social and Behavioral Sciences, 2009
Understanding students' capacity to direct their own learning has been a central topic of discussion among educational practicioners. Researchers argue that the capacity to self-regulate is central to our assumptions about learning, decision making, problem solving, and resource management in education.Basic research questions are "What is self-regulation?" and" what is metacognition?". In this paper, we first look at various conceptualisations of self-regulation prominent in the educational psychology research literature, then discuss the metacognitive strategies which will enhance their self regulation and compare and contrast the university students' use of metacognitive strategies in the mother tongue and target language.
The Relationship between the Use of Metacognitive Strategies and Achievement in English
Procedia-Social and Behavioral Sciences, 2010
This study aims to determine the relationship between the use of metacognitive strategies and achievement in English among students in Universiti Kebangsaan Malaysia using a set of questionnaire. It also aims to identify if there are differences based on gender, ethnic and achievement in Malaysian University Entrance Test (MUET). The sample consists of 50 undergraduate students. Results show that there are no differences in the use of metacognitive strategies based on gender and ethnic groups. Rehearsal strategy is the most frequently used strategy. There are differences in the use of metacognitive strategies among proficient and less proficient English language learners.
The Role of Meta-Cognitive Self Regulated Learning Strategies in Enhancing Language Performance: A T
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Recent research suggests a potential link between meta-cognitive awareness,self regulated learning strategies and language performances. Self-regulated learning has garnered a great deal of interest among academicians and psychologists as research indicated that it has positive effects on learners? academic achievement (Dolianac, 1994; Dckeyrel et al., 2000) whereas experts advocate that ?meta-cognitive awareness? ignites one?s thinking and can lead to a deeper learning and improved performance, especially among learners who are having problems in learning. Implicatively, this paper highlights the role of meta-cognitive self regulated learning strategies in enhancing performance among students by providing theoretical and empirical foundations drawn from literature on these aspects, specifically towards language achievements.
2019
This paper attempts to ascertain the interaction effect of meta-cognitive language learning strategies-based instruction in English and hemisphericityon students’ selfregulation. For this purpose, an intervention programme based on meta-cognitive language learning strategies of about 32 hours was developed for students of standard eighthspreading over ten weeks. The aim of the research was to ascertain whether meta-cognitive language learning strategies instruction has any effect on self-regulation of students. Structured tools were used in the study. The participants of the study included 52 and 48 students in the experimental and control groups respectively. The effect size of hemisphericity and treatment on self-regulation of students was found to be 0.07 and 0.08 respectively which is large in magnitude.
Self-Assessment to Assess Student's Performance in Academic Task to Improve Metacognition
Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017), 2017
This study is aimed to examine whether self-assessment skill in dealing with academic task will improve learner's metacognition. The data collection method used was Metacognitive Awareness Inventory (MAI), interview, and retrospective think-aloud. Analysis is conducted using coding by data labeling or categorizing. The result of this study has shown that there is an increase in MAI score prior to and post intervention. It can be concluded that there is an increase in the learner's metacognitive awareness after selfassessment skill is taught.
An Investigation of the Use of Cognitive and Metacognitive Strategies in Foreign Language Learning
International Journal of Academic Research in Business & Social Sciences, 2022
Learning foreign language is challenging, especially so without a proper learning approach to the language. Therefore, one should equip oneself with suitable language learning strategies. Teachers should be perceptive of different language learning strategies in learners and which strategies they benefit the most. This quantitative research is carried out to investigate how learners use cognitive and metacognitive strategies in learning French as a foreign language. The instrument used in the study is a survey adapted from Wenden and Rubin (1987). 189 respondents were purposively chosen to answer the survey. The survey has 3 main sections: demographic profile, 19 items on Cognitive components and 11 items on the use of Metacognitive self-regulation. The findings of this study revealed that both cognitive and metacognitive strategies were adopted by students in learning French. Harmonious balance was observed between both strategies. Cognitive strategies were often used for rehearsal, elaboration, followed by organisation and then critical thinking. For metacognitive strategies were used often in planning and self-evaluation. This is then followed by monitoring. For future research, different learning strategies used by learners in learning a foreign language, especially in a specific learning context can be analysed to attain a more comprehension results.