Speaker
Description
This study investigated how metacognitive instruction affects students' metacognitive awareness. The instruction was implemented over four months through Japanese-English translation activities and conducted four questionnaire surveys. The results demonstrated an improvement in students' metacognitive awareness, showing the effectiveness of the instruction. Although metacognitive instruction is relatively uncommon in Japanese English education, this empirical study emphasizes the importance of metacognitive strategies in effective language learning.
Summary
This study investigated how metacognitive instruction affects students' metacognitive awareness. The instruction was implemented over four months through Japanese-English translation activities and conducted four questionnaire surveys. The results demonstrated an improvement in students' metacognitive awareness, showing the effectiveness of the instruction. Although metacognitive instruction is relatively uncommon in Japanese English education, this empirical study emphasizes the importance of metacognitive strategies in effective language learning.
| Teaching Context | Junior/senior high-school |
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