Bringing Metacognition into the classroom
By Carmen
Hurtado
What is Metacognition?
Considered as the key to success for EFL
learners, it refers to the mental process described as “thinking about
thinking”. That is, what makes learners master their knowledge and learning
process. It is also understood as a regulatory system that helps learners
understand their cognitive performance by allowing them take charge of their
own learning. It involves awareness of how they learn, an evaluation of their
learning needs, generating strategies to meet these needs and then implementing
the strategies. (Hacker, 2009).
There are two main components in the
metacognition process: knowledge and regulation. The first consist of knowledge
about oneself as a learner and the factors that might influence the learners’
performance. In other words, knowledge about strategies: when and why to use
them, appropriately. The second one refers to the monitoring of the learner’s
cognition. It includes planning activities, awareness of comprehension and task
performance, and evaluation of the efficacy of monitoring processes and
strategies (Cross & Paris, 1988; Flavell, 1979, Paris & Winograd, 1990;
Schraw & Moshman, 1995; Schraw et al, 2006; Whitebread et al., 1990).
Metacognition in the classroom
It has been a bit confusing for some
colleagues identify how this process is being developed in the classroom. As a
mental process, there are two important roles to be highlighted: the teacher’s
role as well as the student’s one. Teachers’ role consists of guiding the
activities by applying the most appropriate strategies and techniques so
students go along the complete metacognitive process while developing the given
tasks. During this process, learners will ‘think aloud’ and perform the
self-regulated learning process which describes an academically effective form
of learning that includes metacognition, indeed.
Metacognitive strategies
Researchers have done their
contributions to illustrate how these strategies influence language learning
and teaching. Learners who can effectively use metacognitive strategies are
aware of their own thinking as they perform a task and can use this awareness
to control what they are doing. Thus, in the classroom teachers may apply the
following strategies at their convenience: evaluating the way of thinking and
acting, identifying the difficulty, paraphrasing, elaborating and reflecting
learner’s ideas, clarifying learner’s terminology, problem-solving activities,
thinking aloud, journal-keeping, cooperative learning, modeling, etc.
It is also important to point out that
metacognition is not a linear process; it demands the use of several strategies
to promote second language learning. To provide opportunities for students to
think how they integrate strategies raises the assertiveness in terms of
strategy use.
Summing up
In the field of autonomy, learners
develop confidence and motivation toward their process of learning. They are
able to face future unfamiliar and challenging tasks in different contexts
inside and outside the classroom. So if having learners respond questions like “(1) What am I going to
accomplish? (2) What strategies am I going to use? (3) How well am I using
them? (4) What is the outcome? (5) What else could I do? will allow them reflect on the
processes of their learning. The third question corresponds to monitoring
strategy use, while the fourth and fifth relate to the evaluation of one’s own
learning.
Now let’s share some views. How is metacognition promoted in
´your’ classroom? Do you have some strategies that work best for you and your
students? We would like
to get your comments and stay tune for the coming articles.
References:
Metacognition: A Key to Success for EFL Learners
A metacognitive perspective on the growth of
self-regulated EFL student writers
Metacognition: Nurturing Self-Awareness in the
Classroom
Image credits: http://infoyarturo.blogspot.pe/2010_11_01_archive.html
Biodata
Carmen Hurtado, graduated in the Educational Field; holds a Bachelor’s degree in
Science of Education, and the title of Licenciada en Educación by ‘Universidad
Nacional de Educación’. She has also finished her master’s studies in Teaching
English as a Foreign Language at Universidad de Piura, and taken some
specializations in the EFL and Spanish field. She has worked teaching English
and Spanish at prestigious schools, institutes and universities for over 20
years. She currently works teaching online and blended courses at university.
Her expertise, dedication and interest to research in the educational field
have taken her to participate as a lecturer in the late six Annual Congresses
at CIDUP. She works as a pedagogical specialist and a member of the Research
Area at Universidad del Pacifico Language Center.
