Metacognition plays a crucial role in language learning, enabling learners to reflect on and adjust their strategies for more effective learning, particularly when reviewing for quizzes and exams. Technology can be a powerful aid in this context. This study examines the extent to which review-focused cognitive strategies, delivered using an online…

Imagination-to-learn is a specific learning strategy that has been studied in many academic fields. The present study investigated whether imagination is beneficial overall for learning compared to conventional study strategies, while also identifying moderator factors affecting the global effect. A meta-analysis was conducted by scientifically…

With the development of teaching theory, teaching workers gradually realize the importance of reading ability. Based on the development of new literature, this paper analyzes the relationship between students' reading ability and curriculum training through models. Combined with teaching cases, this paper integrates network-based learning…

This study investigated the feasibility and effectiveness of using a flipped classroom (FC) approach to combine self-regulated learning (SRL) instruction and out-of-class eLearning activities in a two-year reading intervention program to facilitate students' learning of classical Chinese reading. A total of 352 junior secondary students from three…

This longitudinal mixed-method study investigated effects of the reading-while-listening mode on the incidental learning of two dimensions of vocabulary knowledge, namely receptive knowledge and productive knowledge, in a Chinese EFL classroom context. Additionally, EFL learners' attitudes toward the reading-while-listening mode of incidental…

Self-regulated strategy development (SRSD) is an instructional framework considered to be an evidence-based practice in writing. In this article, SRSD's foundations and structure is briefly described. Then, the authors provide a summary of studies of SRSD applied across content areas, including writing, reading, mathematics, science, and social…

This autoethnographic case study examines the localization of the literature circle (LCs) methodology within a Chinese EFL (English as a Foreign Language) pedagogy course, focusing on the training of prospective educators. Most Chinese K-12 EFL teachers, having graduated as English majors, frequently lack exposure to innovative, student-centered…

To be able to collaborate effectively and efficiently has been described as a complex and crucial twenty-first century skill. During collaboration, however, a variety of problems may emerge that require groups to engage in effective regulation processes, which is a complex task in itself. Up to now, little is known about (a) what types of…

This article focuses on the effects of a 21-hour Romance Intercomprehension (RIC) module on the plurilingual competence in Romance languages of no prior knowledge and EFL reading comprehension skills of a group of Italian schoolchildren aged 10-11. Data were collected pre- and post-training through a simple language identification and…

Meta-strategic learning refers to a mediated construction of knowledge regarding when, why and how to apply a group of strategies for accomplishing cognitive tasks. This study examined the effect of meta-strategic learning of structure strategies on reading comprehension of expository texts by secondary school students under whole-class…

Writing skills are essential for success in the 21st-century school and workplace, but most classrooms devote far more time to reading instruction, with writing often addressed in isolation or excluded. In this insightful professional development resource and text, leading researchers discuss why and how to integrate writing and reading…

The aim of this research paper is to scrutinize the teaching of English pronunciation based on English compound noun stress at secondary school. In fact, the teaching of compound noun stress has not been highlighted by previous scholars. In addition, teaching strategies based on this item have not been taken into account by INRAP and E.N.S in the…

Grounded in sense-making theory, this qualitative study examines how school principals make sense of tensions while leading a teacher professional learning initiative under the broad districtwide instructional reform and the Science of Reading (SoR). This study gathered data from interviews with seven elementary school principals who were…

Reading and writing are central to the conception of science and the work of scientists. While recent scholarship on science literacy suggests the benefits of integrating reading and writing in science teaching, less is known about the extent to which science teachers implement such integration. This naturalistic study examines two sixth-grade…

This systematic literature review examined the research on prior knowledge and its activation to ascertain how these terms are defined, what specific techniques have been empirically investigated, and the conditions under which prior knowledge activation facilitated students' comprehension. Fifty-four articles met the inclusion criteria and…