The Role of Meta-Cognitive Self Regulated Learning Strategies in Enhancing Language Performance: A T (original) (raw)
Related papers
To investigate the predictive power of language learning strategy types on meta-cognitive and motivational self-regulated learning components (task value, control of learning beliefs, and test anxiety), 149 male and female BA level students, majoring in English translation and English language teaching were selected to participate in this study. To collect data, a Michigan Test of English Language Proficiency (MTELP) was given to homogenize the students. In addition, the participants were also asked to answer the Strategy Inventory for Language Learning (SILL) and Motivated Strategies for Learning Questionnaire (MSLQ). Four separate step-wise multiple regression procedures were used to analyze the obtained data. The results showed that cognitive, meta-cognitive and compensation strategies had predictive power for meta-cognitive self-regulated 10 — The Role of Language Learning Strategies in Predicting Meta-cognitive and Motivational ... learning. Moreover, meta-cognitive, memory, and affective strategies were predictors of task value. The findings also showed significant relationships between meta-cognitive strategies and control of learning beliefs. In addition, the only negative predictor of test anxiety were communication strategies.
2017
To investigate the predictive power of language learning strategy types on meta-cognitive and motivational self-regulated learning components (task value, control of learning beliefs, and test anxiety), 149 male and female BA level students, majoring in English translation and English language teaching were selected to participate in this study. To collect data, a Michigan Test of English Language Proficiency (MTELP) was given to homogenize the students. In addition, the participants were also asked to answer the Strategy Inventory for Language Learning (SILL) and Motivated Strategies for Learning Questionnaire (MSLQ). Four separate stepwise multiple regression procedures were used to analyze the obtained data. The results showed that cognitive, meta-cognitive and compensation strategies had predictive power for meta-cognitive self-regulated learning. Moreover, meta-cognitive, memory, and affective strategies were predictors of task value. The findings also showed significant relati...
On the Relationship between Cognitive Self- Regulated Learning and Language Learning Strategies
To investigate the relationship between language learning strategies types and cognitive self-regulated learning components (rehearsal, elaboration, organization self-regulated learning, and critical thinking), 148 B.A level students majoring in English translation and English language teaching were selected. Data were gathered through the Strategy Inventory for Language Learning (SILL) and Motivated Strategies for Learning Questionnaire-MSLQ, and were analyzed using stepwise multiple regression analysis procedures. The findings revealed that memory strategies were the best predictor of rehearsal self-regulated learning. Moreover, meta-cognitive, affective, and memory strategies had predictive power on elaboration self-regulated learning. There were also significant relationships between meta-cognitive and cognitive strategies and organization self-regulated learning. Likewise, the results indicated that the combinations of cognitive, affective, compensation, and social strategies as well as affective, compensation, and social strategies were the predictors of critical thinking. The findings of the present study may have implications for L2 learners, teachers, and material developers.
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.
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.
JTPSOL, 2021
There is little doubt that learning a language is a challenging task. In the case of languages such as Persian, which do not enjoy the status of an international language and, consequently, the extensive investment of international agencies, the task of learning appears to be even thornier. To overcome this thorny task, language learners need to be quite motivated and self-regulated. The underlying assumption behind the present study was that some of the language learning strategies that language learners employ might be more strongly connected with their motivational and self-regulated learning. Therefore, the aim of the present study was to investigate language learning strategy use of Persian as Second Language (PSL) learners as predictors of their meta-cognitive and motivational self-regulated learning components. To this end, a sample of 149 male and female B.A level non-Iranian learners of Persian at Imam Khomeini International University in Qazvin, Iran were selected through convenience sampling based on availability. The selected participants were then asked to fill in two questionnaires including the translated version of the Strategy Inventory for Language Learning (SILL) and the Motivated Strategies for Learning Questionnaire (MSLQ). The participants were required to answer the questionnaire by choosing the right alternative from among five choices on a Likert type scale. The collected data were summarized, processed and analyzed using four separate stepwise multiple regression analyses. To see how strong the relationship between the meta-cognitive self-regulated learning and each of the predictors is, the unstandardized as well as standardized coefficients of the three models, along with the observed t-values and significance levels were checked. The results showed that, from among the language learning strategies, cognitive, compensation, and metacognitive strategies could make significant contribution to predicting meta-cognitive
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.
Mediterranean Journal of Social Sciences, 2015
In the present study the relation between metacognitive and self regulated learning strategies and academic performance was explored. Research objectives were: (a) to highlight the presence of homogeneous subgroups of students on metacognitive and self regulated learning strategies and (b) to test group differences on academic performance. Learning Strategies Questionnaire (QSA), (Pellerey,1996) was administered to 647 students with an average age of 18.6 years (SD=1.04) attending their 4th or 5th year of high school. QSA measures 14 factors: 7 cognitive, 7 affective and motivational. Cluster analysis evidenced the presence of three types of students in using learning strategies. The results have highlighted the profile of student efficacy on the one hand, with a efficacious strategic and motivational aspects related to study. On the other hand, there are two profiles of weaker students: first type shows an insufficiency in both cognitive and affective-motivational aspects, the second one evidences an inadequacy of emotion regulation compensated for by sufficient cognitive strategies. The three groups showed, as expected, significant differences in their academic achievement. Findings are discussed in theoretical and applicative terms.
TOJET: The Turkish Online Journal of Educational Technology, 2020
Analyzing the process of how students self-regulate their learning has always been an educational research interest due to changing demographics of Digital Native learners (Prensky, 2001). This research focuses on lesson planning adapted to the Self-Regulated Learning Strategies university students develop when learning English or French and the specific factors that play a major role in defining their Self-Regulation Learning Strategies and specifically the Metacognitive and Cognitive ones. Pintrich's (2000b) Motivated Strategies for Learning Questionnaire (MSLQ) standardized set of learning scales was used, and specifically the Cognitive and Metacognitive scales (CMS), each of which had a set of sub-scales of Rehearsal (ENS), Elaboration (ELB), Organization (ORG), Critical Thinking (PEC), and Metacognitive Self-Regulation (ARM). Data were collected from a sample of 491 students from universities in Turkey, Chile, Iran, and Canada. The research results indicated above mean average (M=3.4) use of each of the Self-Regulated Learning strategies by the students in the four institutions and slightly higher mean (M=3.5) for the Critical Thinking strategy. The results also indicated differences in the SRL strategies among the four institutions.
The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study
2017
Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant effects on academic achievement; however, no meta-analysis studies have been carried out. Purpose of Study: The aim of this study is to calculate the common effect size of empirical and relational studies conducted in Turkey between 2005-2014 that investigated the effect of (or relationship with) self-regulated learning strategies on academic achievement, and to determine whether the common effect size shows a significant difference in terms of course type, self-regulated learning strategy type, school level, and study design. Method: A meta-analytical review method was employed to combine the outcome of independent empirical or relational studies. The studies included in this review were collected from the CoHE National Thesis Archive, ULAKBIM, Google Academic, ERIC, and EBSCO databases. A total of 47 studies were assessed in accordance with the inclusion criteria, and 21 studies were included in this study. Cohen's d coefficient was calculated for the effect size in this study. Findings and Results: As the heterogeneity among the effect sizes of the studies was high (Q > χ 2 , p < .05), the common effect size was calculated in accordance with the random effects model. As a result of the meta-analysis, it was determined that self-regulated learning strategies had a "large" effect (d = 0.859) on academic achievement. Moreover, the calculated common effect size showed no significant difference according to the type of self-regulated learning strategy, course type, study design, and school level. Recommendation: As self-regulated learning strategies exhibit a substantial effect on students' academic achievement, it is recommended that preservice and in-service teachers should learn how to implement these strategies in their lessons to increase their students' performance. For this purpose, professional development programs should be designed for teachers.