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.

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.

Research into college students＇ English autonomous learning capability and the necessity of cultivating metacognitive strategies

Through the research into college students＇ English autonomous learning ability of the non-English major students. That the cause why university students＇ English autonomous learning ability is weak is proved to be that they do not value the use of learning strategies. The use of learning strategies can promote the formation and enhancement of autonomous learning ability of the learners. Metacognitive strategy is a high-level management skill which can enable the learners to plan, regulate, monitor and evaluate actively their own learning process. Massive researches have proved whether metacognitive strategy is used successfully or not can directly affect the student learning result. So, it is necessary for teachers to cultivate and train the students to use metacogitive strategy in the university English teaching.

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.

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.

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.

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.

Metacognitive Strategy Use in English Reading Comprehension

Metacogonitive strategies are in connection with the reading process. It is essential for language learners to master a series of metacogonitive strategies. Teachers should conduct metacognitive training among students. Thus, students are sure to improve their reading proficiency with some metacognitive knowledge during the reading process.

Cognitive attentional syndrome and metacognitive beliefs as potential treatment targets for metacognitive therapy in bipolar disorder

Most treatment guidelines emphasize the use of psychotropic drugs for both the acute and maintenance treatment of bipolar disorder(BD).However,relying only on psychotropics without adjunctive psychosocial interventions may be insufficient in treating patients with BD.Given its unique view in the explanation of psychopathological states,metacognitive therapy(MCT)might be helpful for BD.Metacognitive theory posits that psychopathology is a result of the cognitive attentional syndrome(CAS)and that it is influenced and maintained by dysfunctional metacognitive beliefs,perseverative thinking,attentional biases,and dysfunctional coping strategies.In this review,literature data regarding these areas in BD are examined.Studies suggest that perseverative thinking might be among the emotion regulation strategies endorsed in individuals with BD.Regarding attentional biases,literature data show that state-dependent,moodchanging attentional biases and a ruminative self-focused attention are present.Studies also suggest that cognitive self-consciousness is higher in BD compared to controls.It is seen that maladaptive coping strategies are frequently reported in BD,and that these strategies are associated with depression severity,negative affect and relapse risk.Studies focusing on dysfunctional metacognitive beliefs in BD reported that individuals with BD had higher scores for negative metacognitive beliefs,self-consciousness,need to control thoughts,and a lack of cognitive confidence.Also,dysfunctional metacognitive beliefs were associated with depressive symptomatology.These findings suggest that the components of CAS and dysfunctional metacognitive beliefs are evident in BD.For a subgroup of patients with BD who fail to respond to evidence-based psychopharmacological and adjunctive psychotherapeutic interventions,MCT might be an alternative way to consider as a treatment option.In conclusion,taken the available data together,we propose a sequential treatment protocol for BD,mainly based on the MCT treatment plan of depressive disorders.

Goal Attainments and the Role of Metacognitive Self in Task Accomplishment

Based on metacognition theories we present a construct of metacognitive self(MCS)as self-awareness of biases.Contrary to counterintuitive idea metacognitive self fosters self-regulation in the area of goal’s attainment.Study 1(N=118)showed that high metacognitive self individuals created more clear mental picture of their plans than low metacognitive self counter partners.Moreover participants high in metacognitive self undertook more actions to fulfill their goals then low MCS colleagues.Study 2(N=201)revealed that high metacognitive self individuals strive for autonomy and they work much better to attain their goals in the no load settings,while low metacognitive students work much better under supervision.

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.

Grade Difference in Metacognitive Strategy Use of Rural Junior Middle School Students in English Learning

Among so many learning strategies,metacognitive strategy is considered as the most crucial one and higher than other strategies.This thesis attempts to know the current situations of metacognitive strategy use of rural junior middle school students in different grades and the existing problems.This study conducted the quantitative method by sending questionnaires.The subjects were 120 rural junior middle school students of a town-level middle school in the mountainous area.The result of the study shows that,students in different grades have much difference on the metacognitive strategy use.

Applying Metacognitive Theories to Cultivating English Learner Autonomy in College

The ultimate goal of modern education is to develop students'learner autonomy and make them autonomous and lifelong learners and many researches have found that learner autonomy is greatly influenced by metacognition. So this paper intends to analyze the present teaching and learning situation in college and give a clear picture of the relationship of learn autonomy and metacognition, trying to find the ways to cultivate learner autonomy through applying metacognitive theories college.

Promoting recovery from severe mental illness: Implications from research on metacognition and metacognitive reflection and insight therapy

Research indicates that individuals with schizophrenia recover. Recovery, however means different things to different individuals and regardless of what kind of experiences define recovery, the individual diagnosed with the serious mental illness must feel ownership of their recovery. This raises the issue of how mental health services should systematically promote recovery. This paper explores the practical implications for research on metacognition in schizophrenia for this issue. First, we present the integrated model of metacognition, which defines metacognition as the spectrum of activities which allow individual to have available to themselves an integrated sense of self and others as they appraise and respond to the unique challenges they face. Second, we present research suggesting that many with schizophrenia experience deficits in metacognition and that those deficits compromise individuals' abilities to manage their lives and mental health challenges. Third, we discuss a form of psychotherapy inspired by this research, Metacognitive Reflection and Insight Therapy which assists individuals to recapture the ability to form integrated ideas about themselves and others and so direct their own recovery. The need for recovery oriented interventions to focus on process and on patient's purposes, assess metacognition and consider the intersubjective contexts in which this occurres is discussed.

Thinking about worry:A systematic review and meta-analysis on the assessment of metacognitions in children and adolescents

BACKGROUND The metacognitive model of generalized anxiety disorder identifies three forms of metacognition:Positive metacognitive beliefs about worry(POS),negative metacognitive beliefs about worry(NEG),and meta-worry.Though this model was originally developed relying on adult samples,it has since been applied to children and youth in different studies,and results mostly support its validity for this group.As the roles of POS,meta-worry,and age-effects do not appear to be fully clarified for children and adolescents yet,an integration of studies on children and adolescents and the metacognitive model is both timely and worthwhile.AIM To summarize the current research on relationships,age-effects,and measurements for POS,NEG,and meta-worry in childhood and youth.METHODS We carried out a literature search in the electronic databases PsycINFO,PubMed,PSYNDEX,and ERIC in 2017 and updated in 2020.Empirical research in German or English language on metacognition was included with child and adolescent samples diagnosed with anxiety disorders or healthy controls if POS,NEG,or meta-worry were measured.Studies were included for meta-analysis if they reported correlations between these metacognitions and anxiety or worry.Consensus rating for eligibility was done for 20.89% of full-texts with 90.32% agreement.Risk of bias was assessed with the appraisal tool for cross-sectional studies and consensus rating of appraisal tool for cross-sectional studies for 20.83% of included studies attaining agreement of intraclass correlation=0.898.Overall,correlations between metacognitions,anxiety and worry were calculated with RevMan 5.4.1,assuming random-effects models.Meta-regressions with mean age as the covariate were performed via the online tool MetaMar 2.7.0.PROSPERO-ID:CRD42018078852.RESULTS Overall,k=763 records and k=78 additional records were identified.Of those,k=48 studies with 12839 participants were included and of those,k=24 studies were included for meta-analysis.Most studies showed consistent NEG correlations with worry and anxiety,as well as higher values for clinical than for nonclinical samples.POS findings were less consistent.Meta-analysis revealed large effects for NEG correlating with worry and anxiety,small to medium effects for POS correlating with worry and anxiety,as well as small to medium effects for POS correlating with NEG.Meta-regressions did not reveal mean age as a significant covariate.Meta-worry was assessed in only one study.We identified eight questionnaires and one interview-format that assess metacognition about worry in children and adolescents.CONCLUSION POS and NEG are measurable from the age of seven upwards and correlate with anxiety and worry without influences by age.Meta-worry requires further investigation.

Development and Validation of a Measure for Metacognitive Factors in Body Dysmorphic Disorder Patients

Background and Objectives: Recent studies explored the relationships between metacognitive beliefs and body dysmorphic disorder. The purpose of this study was to develop and validate one self-report scale of metacognitive factor about body dysmorphic. Methods: Development of this scale involved three steps: 1) items generated from a qualitative study with lecture and care professionals, 2) expert panel review, and 3) pilot test. A factor analysis of the responses from 600 participants suggested the creation of a 25-item scale. Results: Study showed that scores on the 25-item measure correlated with five theoretically related constructs, including positive and negative metacognitive beliefs about body dysmorphic, thought-fusion and metacognitive control strategies. Convergent validity of Body Dysmorphic Metacognitive Scale (BDMCS) with Yale-Brown Obsessive Compulsive Scale was modified for Body Dysmorphic Disorder (BDD) and Thought Fusion Instrument (r = 0.44, r = 0.52,

Developing and Evaluating the Effectiveness of the Behavioral-Cognitive-Metacognitive Intervention on the Severity of Obsessive- Compulsive Disorder’s Symptoms

Obsessive-compulsive disorder is a disorder which is resistant to the existing treatments and to compensate this defect, it is necessary to design and search for the new treatments. This study aims to develop and evaluate the effectiveness of the behavioral-cognitive-metacognitive intervention on the symptoms of obsessive-compulsive disorder. In order to achieve objectives of the study, after developing the behavioral-cognitive-metacognitive intervention, it was evaluated in a single-subject procedure. OCI-R scores at baseline were obtained by following the treatment on 3 individuals. The study was a single-subject research and the data were analyzed by drawing the graph. Graph drawing results showed that the behavioral-cognitive-metacognitive intervention reduced the symptoms of obsessive-compulsive disorder (OCD), and reduction of OCD symptoms was also clinically significant. As the intervention of the present study is multi-dimensional and takes into account all the three behavioral, cognitive and metacognitive aspects and considers them interdependent and not apart or contradictory, it is considered as a new intervention.

The Relationship Between Iranian Female Dentistry Students’Metacognitive Awareness and Listening Performance in English for General Purposes(EGP)

Metacognition is defined as the knowledge and ability to monitor and control cognitive conditions in the learning process.Listening is the most important skill of the four language skills in both learning and teaching,and plays an important role in our daily life.Although nowadays there is a deeper perception of listening,it needs more attention and research.Accordingly,the present study investigates the relationship between the Metacognitive awareness and listening performance of female Dentistry students in English for General Purposes(EGP)course in Urmia University of Medical Sciences(UMSU).To do so,50 Iranian female dentistry students were participated in this study.They completed Metacognitive Awareness Listing Questionnaire(MALQ)and listening section of the final exam.First,the listening section of final exam was applied to the participants at classrooms by the teacher.Immediately after the administration of the examination,the MALQ were conducted.The analysis exposed a weak positive relationship between learners’Metacognitive awareness scores and listening performance.Although correlation was not high,still there is more correlation in problem solving,directed attention and planning evaluation than others.

Develop and Validate a Metacognitive-Cognitive-Behavioral Model for Body Dysmorphic Disorder

The purpose of this study was to develop and validate a metacognitive-cognitive-behavioral model for body dysmorphic disorder. A sample of 800 participants (400 males and 400 females) was selected randomly and questionnaires were administered to them. Structure analysis was used to test the factor structure validity of the metacognitive-cognitive-behavioral model for body dysmorphic disorder. Results of the structure analysis revealed and supported a metacognitive-cognitive-behavioral model for body dysmorphic disorder. Also, the results showed that the model had the best fit to the data and was closely related to the theoretical assumptions. The model presented in this study illustrates a multidimensional approach that the model focuses on the metacognitive-cognitive-behavioral dimensions;hence, the model presented in this study is a new explanatory model. The model may prompt future research into body dysmorphic disorder and facilitate clinical treatment and case formulation.