The Efficiency of Prompts When Supporting Learner Use of Cognitive and Metacognitive Strategies

Autor/inn/en	Saks, Katrin; Leijen, Äli
Titel	The Efficiency of Prompts When Supporting Learner Use of Cognitive and Metacognitive Strategies
Quelle	In: Computer Assisted Language Learning, 32 (2019) 1-2, S.1-16 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saks, Katrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2018.1459729
Schlagwörter	Efficiency; Prompting; Learning Strategies; Metacognition; Undergraduate Students; Language Acquisition; Outcomes of Education; Scaffolding (Teaching Technique); Foreign Countries; Second Language Learning; English (Second Language); Estonia + Suchen Sie Ihr Suchwort? Effectiveness; Effektivität; Wirkungsgrad; Benutzerführung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sprachaneignung; Spracherwerb; Lernleistung; Schulerfolg; Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Estland
Abstract	There is a growing body of research recognizing the relationship between learner strategy use and learning proficiency. The need for life-long learners with advanced learning skills and the ability to self-regulate has motivated this deeper exploration of the ways to enhance learner strategy use towards more self-regulated and skilful learners. This study therefore sets out to assess the significance of interventions reinforced with prompts while supporting cognitive and metacognitive strategy use by learners. An intervention with four learning assignments enhanced with prompts for the treatment group was applied in a sample of 56 undergraduates. The findings confirmed the significance of prompts when supporting learner strategy use. Besides, this study strengthens the idea that metacognitive strategy use has to be supported in combination with cognitive strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01