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ERIC Number: EJ994909
Record Type: Journal
Publication Date: 2012-Apr
Pages: 12
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1533-242X
The Relationship between Cognitive and Metacognitive Strategies, Age, and Level of Education
Khezrlou, Sima
Reading Matrix: An International Online Journal, v12 n1 p50-61 Apr 2012
The present research investigated the use of cognitive and metacognitive strategies by 60 young and 90 adult learners of different levels of education across different fields of study. The intermediate level young participants included junior-high and senior-high school learners between the ages of 14 and 17. The high-intermediate adult participants were university students from the fields of social sciences, humanities, and languages. The results of the Pearson product moment correlation indicated that there was a moderate, positive, and significant correlation between strategy types and reading performances. The results of a one-way ANOVA showed that the preferences for the cognitive and metacognitive strategies differed across levels of education. The findings offer implications for the classroom suggesting that foreign language learning involves more than the acquisition of the target language, as learners' develop cognitively, socially, and linguistically at the same time. (Contains 7 tables.)
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/journal.html
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Identifiers - Assessments and Surveys: Strategy Inventory for Language Learning