Improving Statistical Literacy through Evidence-Based Strategies Among First-Year Education Students in a State University

Statistical literacy is crucial for cultivating well-rounded thinkers.The integration of evidence-based strategies in teaching and learning is pivotal for enhancing students’statistical literacy.This research specifically focuses on the utilization of Share and Model Concepts and Nurturing Metacognition as evidence-based strategies aimed at improving the statistical literacy of learners.The study employed a quasi-experimental design,specifically the nonequivalent control group,wherein students answered pre-test and post-test instruments and researcher-made questionnaires.The study included 50 first-year Bachelor in Secondary Education majors in Mathematics and Science for the academic year 2023-2024.The results of the study revealed a significant difference in the scores of student respondents,indicating that the use of evidence-based strategies helped students enhance their statistical literacy.This signifies a noteworthy increase in their performance,ranging from very low to very high proficiency in understanding statistical concepts,insights into the application of statistical concepts,numeracy,graph skills,interpretation capabilities,and visualization and communication skills.Furthermore,the study showed a significant difference in the post-test scores’performance of the two groups in understanding statistical concepts and visualization and communication skills.However,no significant difference was found in the post-test scores of the two groups concerning insights into the application of statistical concepts,numeracy and graph skills,and interpretation capabilities.Additionally,students acknowledged that the implementation of evidence-based strategies significantly contributed to the improvement of their statistical literacy.

An Empirical Study of Depth of Vocabulary Knowledge and Vocabulary Learning Metacognitive Strategies of Non-English Majors

This paper concentrates on the depth of vocabulary knowledge and vocabulary learning metacognitive strategies used by Chinese non-English majors in an independent college.Results show the depth of vocabulary knowledge of the subjects only reaches the passing level.And metacognitive strategies are correlated significantly with the depth of vocabulary knowledge.

The Application of Metacognitive Strategies in PE & Art Majors'College English Reading Practice

During the active process of reading, strategies involved will affect the process of reading comprehension, and the reader should intentionally regulate and control the reading process and adopt appropriate strategies to solve the problems during it. The purpose of this paper is to determine the use of metacognitive strategies in reading by the PE & Art majors through questionnaire. According to the result of the questionnaire, the PE & Art majors do use some metacognitive strategies in their reading, while nearly half of them do not often use metacognitive strategies in their reading. For this phenomenon, the author gives some constructive suggestions for the English majors about how to apply the metacognitive strategies in their reading: 1) preparing and planning in pre-reading; 2) monitoring and self-questioning in while-reading; 3) evaluating and adjusting in post-reading.

The Effect of Metacognitive Strategies Instruction on Chinese Non-Major Undergraduates' Self-efficacy and Writing Performance

Metacognition has drawn wider research attention in the past decades in the field of teaching English as a foreign language. In this study, questionnaires surveying English learners' use of metacognitive writing strategies and their writing efficacy were respectively administered. Metacognitive writing strategy intervention was conducted The findings are further discussed with regard to the participants' specific learning context, and pedagogical implications derived from the research highlight the importance of integrating metacognitive writing strategy instruction into regular classroom teaching.

A Study on Metacognitive Strategies Used in Listening Comprehension and Reading Comprehension of College English

This paper is a study of influence of metacognitive strategies on reading and listening through 196 non-English majors' metacognitive strategies used in CET-4. The major findings are that metacognitive strategies have a great infulence on English reading and listening achievement and the effects of metacognitive strategies on English achievement are greater. In addition, each individual metacognitive strategy plays different roles in the process of reading and listening.

Literature Review on Metacognitive Strategies

This thesis firstly deals with the definition of metacognition, metacognitive knowledge and metacognitive strategies.Then, it presents the relationship between metacognitive knowledge and metacognitive strategies. Following that, it provides the previous related studies of them.

Differences in the Metacognitive Awareness of Reading Strategies among Advanced,High-Intermediate and Intermediate EFL Learners

In order to fulfill the task of comprehending the text successfully,the reader must utilize metacognitive knowledge and must invoke conscious and deliberate strategies(R.Sheorey, K.Mokhtari 2001).In this study,we examine differences in the reported use of reading strategies of advanced,high-intermediate and intermediate EFL speakers when reading materials.The findings are worth of note.

A Correlation Study between Motivation Orientations and Metacognitive Strategies in English Listening

Based on learning motivation theory and metacognitive theory, the present study reports questionnaire surveys on correlation between motivation orientations and listening metacognitive strategies among 117 English majors. Findings suggest that: 1) English majors are mainly stimulated by instrumental motivation and show bias towards planning and evaluation strategy in listening comprehension; 2) there is a significant positive correlation between instrumental motivation and strategy of planning and evaluation; 3) significant difference between high motive group and low motive group only exists in planning and evaluation strategy. Therefore, teachers are encouraged to help students strengthen the training of listening metacognitive strategies form long-lasting motivation and promote listening proficiency as well as self-learning ability.

The Study of the Application of Metacognitive Strategies in EFL Writing in China

EFL writing in China is tended to be de-emphasized with the emphasis on oral proficiency in communicative approach.There is ample evidence to indicate the insufficiency in EFL writing course and the ineffectiveness of students’efforts to develop writing competence.To integrate metacognition into EFL writing instruction will benefit writing instruction by laying emphasis on both approaches to writing instruction,and to train teachers as well as students to teach and learn with metacognition,raising EFL writing instructors’self-awareness in teaching and training students to become self-regulated learners.

Influences of Metacognitive Strategies on English Reading:A Study of English Majors in China

This study aims to find if, and to what extent, Chinese students'metacognitive strategy use associates with their reading ability in English. Sixty-four sophomore English majors participated in the study. The quantitative analyses of the data generated the following major findings: Of the five metacognitive strategy categories, the selective attention strategy category is most favored by the students, and the evaluating strategy category is least favored by them. Metacognitive strategies have meaningfully positive effect on English reading.

The Application of Metacognitive Strategies on Online Reading

With the development of the Internet, the online environment has provided a great variety of authentic texts and large amount of information for readers around the world. Yet, compared to reading print texts, online reading is more challenging because readers usually don’t read in depth and have to avoid the distraction from various links. Findings indicate that metacognitive strategies are the most effective strategies used while reading online because they direct and regulate the whole reading process and motivate readers to think on their own. Some suggestions are also discussed on the application of metacognitive strategies for online reading.

An Empirical Study on the Application of Metacognitive Strategies to English Vocabulary Learning in Primary Schools and the Pedagogical Countermeasures——A Case Study of Qingshi Central Primary School

According to the New English Curriculum Standard for Chinese Primary Schools(NECSCPS), pupils are required to learn and master their expected vocabulary effectively. Based on metacognitive strategies, this paper takes as subjects one hundred pupils in Qingshi Central Primary School through questionnaire survey, explores problems in the application of metacognitive strategies to English vocabulary learning and teaching in primary schools. The research finds that in English vocabulary teaching in primary schools, teachers tend to place emphasis on vocabulary knowledge and pay little attention to teaching methods and skills well suited to pupils' vocabulary learning so that pupils are apt to lack interest in English vocabulary learning and the vocabulary required by NECSCPS. For this reason, the paper puts forward appropriate countermeasures based on metacognitive strategies in order to improve the current situation of vocabulary teaching and learning in primary English teaching, to help pupils to increase English vocabulary and to assist teachers in enhancing the effectiveness of English vocabulary teaching.

The Application of Metacognitive Strategies in Senior High School Listening Teaching

The metacognitive strategies play a very important role in high school English listening teaching.The article discussesthe use of metacognitive strategies in listening teaching,and put forward the necessity and feasibility of combining metacognitivestrategies training with task-based listening activities.

Learning Strategies in Chinese EFL Learners' Reading Comprehension

According to schema theory resulting from the psycholinguistic model of reading,comprehending a text is an interactive process between the reader background knowledge and the text. This article first views the psycholinguistic model of reading and research in learning strategies, then discusses the application of socioaffective,cognitive, metacognitive learning strategies in Chinese EFL learners’ reading comprehension.

Incorporation of Learning Strategies into Web-based Autonomous Listening

The thesis introduces a comparative study of students'autonomous listening practice in a web-based autonomous learning center and the traditional teacher-dominated listening practice in a traditional language lab.The purpose of the study is to find how students'listening strategies differ in these two approaches and thereby to find which one better facilitates students'listening proficiency.

Training Low-Achiever EFL Learners with Metacognitive Strategy Training for Effective Vocabulary Retention

There is ample research on the vocabulary learning strategies used by EFL and ESL learners.Moreover,many researchers have attempted to discern the effectiveness of teaching vocabulary learning strategies instruction.However,the impact of using metacognitive strategies along with vocabulary learning strategies on weak language learners has not been researched.The aim of this paper is to report on the effects of training low-achiever English as a foreign language learners with vocabulary learning strategies along with metacognitive strategies on vocabulary acquisition.Two B1 level groups of students were assigned as treatment and control groups at a university in Istanbul,Turkey.A Vocabulary Strategy Use Survey was given to identify the vocabulary strategy use of the subjects at the outset of the study.The treatment group was trained on vocabulary learning strategies combined with metacognitive strategy training.The control group studied the same words without any training.A vocabulary test was administered to both groups as a post-test and the results were compared.The findings of the Post-Test demonstrated that training weak language learners with vocabulary learning strategies along with metacognitive strategies has a positive impact on helping these learners increase their lexical knowledge,as the experimental group scored higher on the post-test compared to the control group.