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Meta-cognition as a trend in teaching literacy skills to learners of English as an additional language
This chapter addresses implications of meta-cognitive strategies for teaching literacy skills to students who have English as an additional language (EAL). With the introduction and development of cognitive psychology, many teachers, mentors and researchers around the world have been interested in new perspectives for improving EAL students‘ writing skills. Meta-cognitive strategies are the skills that include planning, monitoring and evaluating the success of a learning activity. Generally, metacognitive strategies can be defined as strategies and behaviours that are used by the students to monitor their learning activities and critically evaluate how well they have mastered the learning tasks. The two major factors in meta-cognition are knowledge (or self-awareness) and self-regulation. These factors are very important in the learning process for writers as they need to monitor and reflect on their cognitive activities in order to regulate and revise content accordingly. Benefits of these meta-cognitive strategies include frequent and meaningful writing, support for self-regulated learning, and an emphasis on the integrated nature of learning in literacy development.
History
Publication title
Linguistics and language education in new horizons: The link between theory, research and pedagogyEditors
S Fan, T Le & Q LePagination
417-425ISBN
978-1-63482-800-0Department/School
Faculty of EducationPublisher
Nova Science PublishersPlace of publication
New yorkExtent
35Rights statement
Copyright 2015 Nova Science Publishers, Inc.Repository Status
- Restricted