Self-Regulated Strategy Development (SRSD) is a method designed to explicitly teach students self-regulation skills and help them implement them. While SRSD's beneficial effect on writing quality has been confirmed in a large body of literature, the questions of why, how, and for whom SRSD works remain unclear. To investigate the underlying…

This mixed methods study investigates the research on strategies for distance learning to identify best practices for distance teaching of secondary students. For this study, distance learning was defined as an organized educational experience that takes place either synchronously or asynchronously while the student is in a different physical…

While research into strategy-based instruction and language learning emotions has been thriving over decades as respective domains, research on how strategy-based interventions may influence learners' writing enjoyment has largely remained unexplored. Informed by (Positive Psychology) PP theories, this mixed-methods study aims to investigate the…

During category learning, students struggle to create an optimal study order: They often study one category at a time (i.e., blocked practice) instead of alternating between different categories (i.e., interleaved practice). Several interventions to improve self-study of categorical learning have been proposed, but these interventions have only…

The present study investigated the extent to which monitoring practice and timely monitoring feedback, contextualized in an online undergraduate biology course, improved students' metacognitive monitoring and learning outcomes. The intervention followed a true experimental design and randomly assigned 162 students into three conditions: a control…

A growing number of studies indicate that self-regulated learning plays a significant role in students' academic achievement. However, research studies on design studio education in self-regulated learning are under-researched globally, including in Turkey. In this study, I developed a self-regulated learning intervention for industrial design…

This study evaluates the implementation of a collaborative/game-based learning strategy on final year B.Sc. students focused on reinforcing the Taylor theorem (a mathematical concept previously learned, usually forgotten over time and widely used in chemical engineering) and analyses its effect on their academic performance. To this end, the…

We investigated how students' strategic knowledge about situational (pictorial) drawings and mathematical (schematic) drawings affects drawing accuracy and modeling competencies in the domain of geometry. We conducted a pre-posttest experimental study with 473 students in grade 9. Students were randomly assigned to one of three treatment…

This article reports findings from a larger research project which aimed to promote learner autonomy among Thai secondary school learners of English as a foreign language (EFL) through strategy-based instruction (SBI). The study involved 30 learners from an intervention class and 32 learners from a comparison class. Nine strategies were introduced…

College success requires development of self-regulated learning skills. This study describes a self-regulated learning strategy intervention in a large general education Introductory Psychology course, focusing on the second exam. Students' reflection responses across five time periods were compared with exam performance. Increased self-regulated…

Purpose: This study proposed a metacognition-inclusive self-regulated learning (SRL) approach to out-of-class listening practice and explored its impact on learners' listening performance and their reported use of self-regulatory listening strategies. Design/methodology/approach: Participants comprised 45 students learning English at a university…

In the present study, the impact of formative assessment on secondary school students' mathematics achievement and their metacognitive awareness was examined. The participants included 164 (84 boys) grade 11 students and four mathematics teachers from four secondary schools in Kenya. A quasi-experimental pretest-posttest non-equivalent group…

We examined the influences of pre-solving pause time, algebraic knowledge, mathematics self-efficacy, and mathematics anxiety on middle-schoolers' strategy efficiency in an algebra learning game. We measured strategy efficiency using (a) the number of steps taken to complete a problem; (b) the proportion of problems completed on the initial…

This research paper explores the effectiveness of Metacognitive Strategy Instruction [MSI] in enhancing the listening skills and autonomy of adult EFL learners in the advanced level of university preparatory studies in Oman. Utilizing a quasi-experimental design, the study involved an Experimental Group [EG] and a Control Group [CG], each…

The present study analysed the teaching-learning strategies taking place in classrooms where an educational innovation was implemented. This study is a sequel to a broader, quantitative year-long study by Rojas-Drummond et al. (2016). The latter, original study, included 120 sixth-graders from two (experimental and control) state schools. Both…