Metacognition: Awareness of Language Learning

Unknown author

55 citations0/0 files storedPalgrave Macmillan UK eBooks

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

EFL/ESL Teaching and Learning Innovative Teaching and Learning Methods Second Language Acquisition and Learning

Abstract

The focus of this chapter is to examine the psychological principles of metacognition and identify how second language (L2) educators can increase learners’ awareness of their metacognition. The chapter will present research findings to support the integration of metacognitive strategy awareness training within an L2 curriculum. Training learners to be more cognizant and reflective of how they engage in language learning facilitates the development of learner autonomy. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 55 citations exist upstream.

References

1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.1999Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments.1991Handbook of reading research 1991Language Learning Strategies: What Every Teacher Should Know 2005The Psychology of the Language Learner: Individual Differences in Second Language Acquisition 1992Learning Strategies in Second Language Acquisition 2024Metacognitive Aspects of Problem Solving 1990Learning Strategies in Second Language Acquisition

Cited by

2016Metacognitive Awareness and Academic Motivation: A Cross-Sectional Study in Teacher Education Context of Turkey 2017The Pedagogy of Learner Autonomy: Lessons from the Classroom 2019From comparative studies to interdisciplinary research on metacognition 2020Learners’ satisfaction with native and non-native English-speaking teachers’ teaching competence and their learning motivation: a path-analytic approach 2018Modeling the relationship of metacognitive knowledge, L1 reading ability, L2 language proficiency and L2 reading

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.