The Role of Meta-Cognitive Self Regulated Learning Strategies in Enhancing Language Performance: A Theoretical and Empirical Review
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Keywords

Meta-cognitive strategies, Self regulated learning (SRL), Meta-cognitive awareness, Language performance

How to Cite

Mahadi, R. ., & Subramaniam, G. . (2013). The Role of Meta-Cognitive Self Regulated Learning Strategies in Enhancing Language Performance: A Theoretical and Empirical Review. Journal of Asian Scientific Research, 3(6), 570–577. Retrieved from https://archive.aessweb.com/index.php/5003/article/view/3513

Abstract

Recent research suggests a potential link between meta-cognitive awareness,self regulated learning strategies and language performances. Self-regulated learning has garnered a great deal of interest among academicians and psychologists as research indicated that it has positive effects on learners' academic achievement (Dolianac, 1994; Dckeyrel et al., 2000) whereas experts advocate that “meta-cognitive awareness” ignites one’s thinking and can lead to a deeper learning and improved performance, especially among learners who are having problems in learning. Implicatively, this paper highlights the role of meta-cognitive self regulated learning strategies in enhancing performance among students by providing theoretical and empirical foundations drawn from literature on these aspects, specifically towards language achievements.

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