Meta-cognition as a trend in teaching literacy skills to learners of English as an additional language
Reynolds, B and Satariyan, A, Meta-cognition as a trend in teaching literacy skills to learners of English as an additional language, Linguistics and language education in new horizons: The link between theory, research and pedagogy, Nova Science Publishers, S Fan, T Le & Q Le (ed), New york, pp. 417-425. ISBN 978-1-63482-800-0 (2015) [Research Book Chapter]
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.