The present experiment was composed of both qualitative and quantitative methods and aimed at investigating Reading Metacognitive Strategy Awareness (RMSA) and use by the aid of three inventory techniques including a questionnaire, a think-aloud protocol, and a Computerized RMSA System. The computerized system was specifically designed and…

Online language learning environments where asynchronous communication is the main form of relation between learners and teachers require learners to use self-regulatory skills that help them control their learning process and compensate for the lack of interaction with their teachers (Fernández-Toro & Furnborough, 2014; Fernández-Toro &…

Background: Self-regulated learning (SRL) models position metacognitive monitoring as central to SRL processing and predictive of student learning outcomes (Winne & Hadwin, 2008; Zimmerman, 2000). A body of research evidence also indicates that depth of strategy use, ranging from surface to deep processing, is predictive of learning…

In computer-supported learning environments, the deployment of self-regulatory skills represents an essential prerequisite for successful learning. Metacognitive prompts are a promising type of instructional support to activate students' strategic learning activities. However, despite positive effects in previous studies, there are still a large…

Comprehension is the essence of reading. Finding appropriate and effective reading strategies to support students' reading comprehension has always been a critical issue for educators. This article presents findings from a meta-analysis of 17 studies of metacognitive strategy instruction on students' reading comprehension in computerized…

According to research examining self-regulated learning (SRL), we regard individual regulation as a specific sequence of regulatory activities. Ideally, students perform various learning activities, such as analyzing, monitoring, and evaluating cognitive and motivational aspects during learning. Metacognitive prompts can foster SRL by inducing…

Offering help functions is a standard feature of computer-based interactive learning environments (ILE). Nevertheless, a number of recent studies indicate that learners are not using such help facilities effectively. We compared the effects of different metacognitive supports to foster learners' help-seeking behavior in an ILE for plant…

This study examined ways in which two independent variables, peer collaboration and the use of a specific tool (the TAPS interface), work together and individually to shape students' problem-solving processes. More specifically, the researchers were interested in determining how collaboration and TAPS use cause metacognitive processes to differ…

Two studies analyzed self-regulatory cognitions of students asked to study complex instruction texts; examined the relationship between self-regulation and performance; assessed self-regulatory processes during learning from text in detail; and examined how pictures integrated in instructional text were processed by learners with different degrees…