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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]

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Copyright 2015 Nova Science Publishers, Inc.

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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.

Item Details

Item Type:Research Book Chapter
Keywords:cognitive strategies, meta-cognitive strategies, regulatory learning, literacy skills, EAL learners, declarative knowledge, procedural knowledge, conditional knowledge
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Reynolds, B (Dr Bronwyn Reynolds)
UTAS Author:Satariyan, A (Mr Adnan Satariyan)
ID Code:102633
Year Published:2015
Deposited By:Education
Deposited On:2015-09-01
Last Modified:2017-10-17

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