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IALF presentation in 2008.
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by Johansyah
The Role of Metacognition The Role of Metacognition in Processing of CALL in Processing of CALL
TasksTasks
OVERVIEWOVERVIEW
WHAT - Definitions of metacognitionHOW - Components involvedWHY- Importance of knowing it Relations to CALLResearch findings in the CALL areaImplications and RecommendationsQuestions and Discussions
WHAT – Definitions of Metacognition
John Flavell (1979): Metacognition consists of both metacognitive knowledge and metacognitive experiences.
Metacognitive knowledge: Acquired knowledge as cognitive process that can be used to control cognitive processes. Metacognitive experiences: Sequential processes to control cognitive activities, to ensure that a cognitive goal has been met.
Livingston (1997): Metacognition refers Livingston (1997): Metacognition refers to higher order of thinking which involves to higher order of thinking which involves active control over the cognitive active control over the cognitive processes engaged in learning.processes engaged in learning.
“THINKING ABOUT THINKING”
Sternberg (Triarchic Theory of Intelligence, 1984): Metacognition refers to metacomponents; executive processes that control other cognitive components as well as receive feedback from them. Responsible for figuring out how to do a particular task and then making sure that the task is done correctly.
HOW – Components HOW – Components involvedinvolved
Metacognition usually precedes or follows a
cognitive activity.
Metacognitive
Experiences
Metacognitive Knowledge
Person variablesPerson
variables
Task variables
Task variables
Strategy variablesStrategy variables
PlanningPlanning
MonitoringMonitoring
EvaluatingEvaluating
I’m hungry!
Kweitau
Fried noodles
Fried rice
Bakso
Hot? No!!
Warung Riau!!!
Walk to go
there?
By phone. Save
energy, save
time!!
Use another person’s name.
GPL: Gak Pake
Lama!!!
Wait…. and
count the
time…How the food is.
Person variables
Task Variables
Strategy variables
monit
ori
ng
Evalu
ati
on
WHY – Importance of knowing WHY – Importance of knowing itit
Metacognition plays a critical role in successful learning. Those with greater metacognitive abilities tend to be more successful in their cognitive efforts because they: 1. Are confident that they can learn.
8. View themselves as continual learners and thinkers.
7. Take time to think about their own thinking.6. Ask for guidance from peers or the teacher.
5. Match strategies to the learning task, making judgements when necessary.
4. Actively seek to expand their repertoire of strategies for learning.
3. Think clearly about inaccuracies when failure occurs during tasks.
2. Make accurate assessments of why they succeed in learning.
Relations to CALLRelations to CALL
Experiential Learning
Experiential Learning
Greater InteractionGreater
Interaction
Advantages of CALL
Advantages
of CALLEnhance Student
AchievementEnhance Student
AchievementWide Range of
ActivitiesWide Range of
Activities
IndividualizationIndividualization
Global Understanding
Global Understanding
MotivationMotivation
Authentic Materials
Authentic Materials
Making the most of CALLMaking the most of CALL
CALL – Computer Assisted Language Learning Teachers and students have to make the most of them Obtain skills needed to optimize computer’s potentials Research for CALL processes to determine how CALL tasks mediate and influence learning
Only few studies – Metacognition in CALL Metacognition is vital for control and direction of learning
Research Findings Research Findings in The Area of CALLin The Area of CALL
Chan (2000): Adequate and appropriate metacognitive knowledge is decisive for effective control and use of interactive aids. Over time, control and strategy use improve with more effective use of interactive aids.
Many students turn to interactive aids when they encounter problems in task processing.
Continuous and frequent processing of CALL tasks and use of interactive aids have formative and positive effects on metacognitive skills.
Johansyah (2008): Introduction and explanation prior to the actual CALL activity significantly reduce problems students encounter during doing the task. Teacher’s close and active monitoring is vital to make sure students achieve the goal of the task.
Consolidation at the end of the session should be done to ensure that students actually learn what they have done in the task.
IMPLICATIONS AND IMPLICATIONS AND RECOMMENDATIONSRECOMMENDATIONS
Find content and skill appropriate CALL tasks with the availability of interactive aids preferable. Students are less aware of their learning strategy (using their metacognitive skills), thus teachers should reinforce this. Encourage students to practice CALL in their own time to improve their metacognitive skills. It is advisable that the teacher provides introduction and explanation before the actual CALL activities occur. Close and active monitoring for task in progress is essential. Consolidation at the end of the session to make sure that students really learn things they have done in the task is highly advisable.
QUESTIONQUESTIONS S
AND AND DISCUSSIODISCUSSIO
NSNS