• English Language & Literature Teaching
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• v.15 no.3
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• pp.249-282
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• 2009

This study reports on the use of the trait and state cognitive/metacognitive strategy use and the difference of the trait/state strategy use according to students' proficiency level. First of all, for checking up the trait strategy use, 119 first-grade male students in a high school completed the questionnaire on strategies which they thought they used during a reading test. Secondly, to find out their state strategy use, students took a fifteen-item reading comprehension test, followed by filling out questionnaires on cognitive and metacognitive strategies used in the test. This study employed quantitative data analysis. The results suggested that (1) the cognitive and metacognitive strategy use in the trait and state conditions are used the most by the high proficiency group and they are correlated respectively; (2) these strategies are used with statistically significant difference according to students' proficiency level, especially to the lower level students. The highly successful group uses the cognitive and metacognitive strategy in the actual test situation more than the lower proficient group; there is no difference in trait and state strategy use.

• English Language & Literature Teaching
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• v.18 no.2
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• pp.1-20
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• 2012

This study aims to propose using English reading strategies to enhance Intercultural Communicative Competence (ICC) for EFL learners. The study recruited college-level participants who were enrolled in a general English reading course (N=30) and administrated the surveys with a Repeated Measures Design (RMD). In the survey, an intercultural sensitivity scale and metacognitive reading strategies inventory were conducted for comparison. During the instruction, participants were asked to use the R.I.D.E.R. (i.e. Read, Image, Describe, Evaluate, and Repeat) strategy for visualization of text, which is aimed at facilitating the use of metacognitive reading strategies. In the results, participants showed a statistically significant increase both in the intercultural sensitivity level and the use of metacognitive reading strategies after the practice of R.I.D.E.R for one semester. Further analysis was appended to the results by the correlation and regression analysis, and proposed that participants benefit their development of intercultural sensitivity from the use of metacognitive reading strategies. Therefore, the study suggests that implementing metacognitive reading strategies facilitates college EFL readers to increase their cultural sensitivity, which empowers ICC through English reading (176words).

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.181-191
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• 2003

In this study, the effects of metacognitive teaching strategy on the students' scientific inquiry ability and scientific attitude were investigated. For the study, two classes of fourth grade from an elementary school in Busan were chosen. Each class was assigned to the experimental group which metacognitive teaching strategy was applied to and the comparative group that traditional teaching method was applied to. The tests of scientific inquiry ability and scientific attitude were administered before and after the instruction period. The results of this study were as follows. There were significant differences between the experimental group and comparative group in scientific inquiry ability and scientific attitude. It was concluded that metacognitive teaching strategy was more effective in the improvement of students' scientific inquiry ability and scientific attitude.

• Research in Mathematical Education
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• v.25 no.4
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• pp.245-266
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• 2022

This study examines how teaching metacognitive strategies to students in a sixth-grade mathematics class affects their metacognitive awareness. Participants were 36 sixth-grade students in a middle school affiliated with the Ministry of National Education of Turkey in the 2020-2021 academic year. The students in the experimental group (n = 18) were taught a total of 40 mathematics lessons for eight weeks to improve their metacognitive awareness. The students in the control group (n=18) were taught mathematics in line with the regular mathematics curriculum. Using the Jr. Metacognitive Awareness Inventory, participants in both groups took a pre-test at the beginning and a post-test at the end of the study. To better interpret the data obtained, various statistical tests were performed. The pre-test and post-test averages of the groups were compared using the t-test for the normally distributed data for dependent and independent groups. The pre-test results showed no significant difference between the metacognitive awareness scores of the experimental and control groups (p>0.05). The comparison of post-test averages showed that students' metacognitive awareness differed significantly in favor of the experimental group (p<0.05). According to this, it was concluded that metacognitive strategy teaching in mathematics courses positively affected students' metacognitive awareness levels.

• Journal of Korean Elementary Science Education
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• v.25 no.1
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• pp.39-50
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• 2006

The purpose of this study was to investigate the effect of metacognitive strategy on conceptual acquisition ofvseasonal change and self-efficacy when it was applied to 6th grade elementary students. This study consists of 2 classes, 76 students in the 6th grade of elementary school, which were divided into the experimental group (38) and the control group (38). First, a pre-test was administrated to check students' levels of metacognitive self-regulation and self-efficacy prior to getting planned lessons and then an instruction program was developed based upon the metacognitive instruction model and students' conception. The control group was exposed to traditional methods mainly using the textbook and teacher's guide book. The experimental group employed a metacognitive learning strategy program and activities with metacognitive questionnaires. After the planned lessons, the students were tested with post-tests about the conception of seasonal change and self-efficacy. One month later the students were tested again with another test to determine the continuation effect. The results were as follows: First, the group that used metacognitive conceptual change instruction did better in forming and continuing to maintain the scientific seasonal change conceptions compared to the control group. Second, the high and intermediate group taught by metacognitive conceptual change instruction was higher in the level of self-regulation than the control group. However, it was not verified in the low group. Third, the group which used metacognitive conceptual change instruction showed a higher level of self-efficacy than the control group did.

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.65-77
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• 1999

The purpose of this study was to find out the effectiveness of metacognitive instruction model on the changes of science concepts, when it was applied to 6th grade students. To do this, students were tested with the achievement of molecules and molecular motion concepts and metacognitive self-regulation test as a pretest Based upon metacognitive instruction model and student's conception, instruction program were developed. This metacognitive strategy Program was applied to the experimental group and expository teaching was applied to the comparison group (followed the order and method in authorized science textbook and teachers handbook). When planned lessons were finished, students were given a post-test to find conceptual change. After six months students were given a test again to find retention effect. There was a significant difference in conceptual change and retention between comparison group and experimental group by treatment at p< .05 level, The difference between comparison group and experimental group was especially significant, when the situation of test item wasn't similar to that of the textbook Metacognitive instruction model was more effective to high group than low group in metacognitive self-regulation level on conceptual change and retention. So the metacognitive strategy Played an important role in conceptual change and retention. And we can recognize that the students who take part in the metacognitive lesson can apply the corrected concept to the other concrete situation because they can understand new concept accurately by metacognitive strategies. And we can guess that high group in metacognitive self-regulation level can team metacognitive strategy easily but relatively low group student have some trouble in learning new strategy.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.101-108
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• 2016

Most of a courseware evaluated negatively by short of instructional strategy to improve learning effects. Designing a courseware is a time-taking and challenging task. Therefore, a method is required that helps to easily design courseware that is effective to learning. This study proposed a method for designing and management courseware by utilizing a metacognitive strategy. We made a design the coursewase efficiently using concrete instructional model frameworks as metacognitive stragety and tried to improve the quality of courseware for learning effects. We applied our proposed method to teacher's college students in Korea who were taking the "Courseware Development" course. After analyzing it's effects, the responds can design courseware easily and monitor the design direction while their designing. Also, they can design the courseware systematically and implement detail instructional strategy by using concrete instruction model frameworks as metacognitive strategy. However, they were not easy to develop concrete instructional model frameworks at first and we need sharing it among the designers.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.345-355
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• 2020

The purpose of this study was to explore the differences of the metacognitive awareness of reading strategies which gifted English language learners (GELLs) and general middle school learners (GMSLs) used while reading English test-typed texts. 74 GELLs in a gifted program of C city and 90 GMSLs in the southern part of C city participated in this study. The MARSI questionnaire was administered to the GELLs and GMSLs at the end of the semester. Frequency and t-test were used to examine the differences in metacognitive awareness of reading strategy use between GELLs and GSMLs when reading the English test-typed texts. Based on the analysis, the study discovered that GELLs were likely to use metacognitive awareness of reading strategies more frequently than GMSLs. Also, GELLs tended to use more global and problem-solving strategies than GMSLs. However, there is no significant difference in support strategy use between the two groups. In conclusion, the study suggests pedagogical implications for GELLs and GMSLs' effective English reading.

• English Language & Literature Teaching
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• v.17 no.1
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• pp.165-190
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• 2011

This research investigates listening strategies and the relationship between the employment of strategy and listening proficiency of Korean EFL middle school students. One hundred and four middle school students (N = 104) participated in this study and their strategy use was assessed through a questionnaire adapted from Oxford's (1990) SILL and O'Malley and Chamot (1990). To measure listening proficiency, the English Listening Ability Test designed by 15 city and provincial offices of education in Korea was used. The results show that students employed a moderate use of strategies; compensation strategies were used most frequently and metacognitive strategies were used the least frequently. Significant differences were found in the use of implicit strategy among different listening proficiency groups, but not in their use of behavioral strategy. Furthermore, there were significant differences in the use of implicit memory, cognitive and compensation strategies among groups of students with different listening proficiencies, but not in their use of metacognitive strategy. The results from multiple regression analysis indicate that implicit strategy use could play an important role in listening comprehension. The findings suggest the need for additional research to explore the effect of listening strategy training for English language learners.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.271-280
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• 2023

The purpose of this study is to investigate the effect of chemistry program based on metacognitive learning strategies using realistic contents on prospective teachers' creative thinking skills and science core competencies, and their perception. In particular, it was intended to further improve the effectiveness of the program by introducing a strategy to strengthen metacognition. Participants were classified into the experimental group subject to the newly developed chemistry curriculum and traditional group subject to general programs that exclude realistic contents and metacognitive strategies. Both groups were surveyed before and after the application of the program to measure the degree of change in metacognitive competencies, creative thinking competencies, and science core competencies. It also analyzed the impact of metacognitive competencies and science core competencies on creativity thinking competencies. As a result of the study, relevance and rationality among sub-factors of metacognitive competencies and creative thinking competencies of the experimental group were improved, and all sub-factors except for scientific participation and lifelong learning ability among science core competencies were significantly improved. In addition, it was found that metacognitive knowledge among metacognitive competencies, scientific inquiry ability and scientific thinking ability among science core competencies affect creative thinking competencies. Through the results, it was suggested that realistic content that incorporates metacognitive learning strategies is needed to improve creative thinking competencies, and learning models and programs that can utilize them are needed.