We explore how general principles of learning apply to and combine with usage-based approaches to language learning and teaching, with a focus on the effects of order of exposure to new information in second language (L2) instruction. Although the effects of input spacing and timing on memory and learning have been previously explored (see Rogers,…

Social, emotional, and behavioral (SEB) skills--also known under labels like soft skills, 21st century skills, or social-emotional skills--are considered key factors for students' success, well-being, and social relationships, among others. However, literature on the topic relied on different frameworks and questionable measurement methods.…

Digital game-based learning is a student-centered learning environment that influences learning success and learning motivation. Whereas, a poorly designed instructional game will impair learning. Through extensive knowledge construction and high engagement, collaborative concept mapping strategies have the potential to address above problems.…

Metacognition, or the monitoring of one's own learning, is an underutilized tool in STEM education. Previous research suggests instructional strategies that attempt to improve student metacognitive skills could increase student resilience and retention in STEM classes. This pilot initiative aimed to improve student metacognitive skills and…

In the sphere of second or foreign language (L2) pedagogy, empirical evidence has increasingly spotlighted the role of learners' metacognitive strategies as formidable predictors of their willingness to engage in L2 communication (WTC). Nonetheless, the interrelationship among learners' metacognitive strategies, self-efficacy, and intrinsic…

Purpose: This qualitative study explored the social validity of "Sketch and Speak" expository strategy intervention as it occurred within a single-case experiment and supported carryover for adolescents with language learning disabilities (LLDs). Method: Four eighth-grade students with LLD participated in a summer intervention in which…

Background: Research on causal reasoning often uses group-level data analyses that downplay individual differences and simple reasoning problems that are unrepresentative of everyday reasoning. In three empirical studies, we used an individual differences approach to investigate the cognitive processes people used in fault diagnosis, which is a…

The goal of this special issue is to examine the use of self-report measures in the study of motivation and strategy use. This commentary reviews the articles contained in this special issue to address the primary objective of determining if and when self-report measures contribute to understanding these major constructs involved in self-regulated…

Background: Traditional math instruction that emphasizes procedures and rote memorization is common in math classes, particularly within the United States. Students may be able to perform steps and recite information, but flexible thinking in math is also an important ability. Lay theories assume that extensive experience in math would lead to…

The qualitative research presented in this article attempts to show the impact of teacher initiated activities on six-year-old children's metacognitive monitoring and control abilities. The metacognitive model is discussed, research findings that substantiate the development of separate components of metacognitive regulation are analyzed, and the…

In learning from examples, students are often first provided with basic instructional explanations of new principles and concepts and second with examples thereof. In this sequence, it is important that learners self-explain by generating links between the basic instructional explanations' content and the examples. Therefore, it is well…

This study examines the relationships between self-efficacy, task value, and the use of self-regulated learning strategies by massive open online course (MOOC) learners from a social cognitive perspective. A total of 184 participants who enrolled in two MOOCs completed surveys. The results of Pearson's correlation analysis show a positive…

Far too often, our students attain only a superficial level of knowledge that fails to prepare them for deeper challenges in school and beyond. In "Teaching for Deeper Learning," renowned educators and best-selling authors Jay McTighe and Harvey F. Silver propose a solution: teaching students to make meaning for themselves. Contending…

In the learning sciences, heterogeneity among students usually leads to different learning strategies or patterns and may require different types of instructional interventions. Therefore, it is important to investigate student subtyping, which is to group students into subtypes based on their learning patterns. Subtyping from complex student…

How do we teach learners to use effective cognitive strategies for learning? We tested the efficacy of two instructional methods: (1) providing learners with personalized feedback on strategy effectiveness, and (2) scaffolding learners' strategy use. In a series of online experiments with adults in the United States, we tested whether these…