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by Johansyah

The Role of Metacognition The Role of Metacognition in Processing of CALL in Processing of CALL

TasksTasks

OVERVIEWOVERVIEW

WHAT - Definitions of metacognitionHOW - Components involvedWHY- Importance of knowing it Relations to CALLResearch findings in the CALL areaImplications and RecommendationsQuestions and Discussions

WHAT – Definitions of Metacognition

John Flavell (1979): Metacognition consists of both metacognitive knowledge and metacognitive experiences.

Metacognitive knowledge: Acquired knowledge as cognitive process that can be used to control cognitive processes. Metacognitive experiences: Sequential processes to control cognitive activities, to ensure that a cognitive goal has been met.

Livingston (1997): Metacognition refers Livingston (1997): Metacognition refers to higher order of thinking which involves to higher order of thinking which involves active control over the cognitive active control over the cognitive processes engaged in learning.processes engaged in learning.

“THINKING ABOUT THINKING”

Sternberg (Triarchic Theory of Intelligence, 1984): Metacognition refers to metacomponents; executive processes that control other cognitive components as well as receive feedback from them. Responsible for figuring out how to do a particular task and then making sure that the task is done correctly.

HOW – Components HOW – Components involvedinvolved

Metacognition usually precedes or follows a

cognitive activity.

Metacognitive

Experiences

Metacognitive Knowledge

Person variablesPerson

variables

Task variables

Task variables

Strategy variablesStrategy variables

PlanningPlanning

MonitoringMonitoring

EvaluatingEvaluating

I’m hungry!

Kweitau

Fried noodles

Fried rice

Bakso

Hot? No!!

Warung Riau!!!

Walk to go

there?

By phone. Save

energy, save

time!!

Use another person’s name.

GPL: Gak Pake

Lama!!!

Wait…. and

count the

time…How the food is.

Person variables

Task Variables

Strategy variables

monit

ori

ng

Evalu

ati

on

WHY – Importance of knowing WHY – Importance of knowing itit

Metacognition plays a critical role in successful learning. Those with greater metacognitive abilities tend to be more successful in their cognitive efforts because they: 1. Are confident that they can learn.

8. View themselves as continual learners and thinkers.

7. Take time to think about their own thinking.6. Ask for guidance from peers or the teacher.

5. Match strategies to the learning task, making judgements when necessary.

4. Actively seek to expand their repertoire of strategies for learning.

3. Think clearly about inaccuracies when failure occurs during tasks.

2. Make accurate assessments of why they succeed in learning.

Relations to CALLRelations to CALL

Experiential Learning

Experiential Learning

Greater InteractionGreater

Interaction

Advantages of CALL

Advantages

of CALLEnhance Student

AchievementEnhance Student

AchievementWide Range of

ActivitiesWide Range of

Activities

IndividualizationIndividualization

Global Understanding

Global Understanding

MotivationMotivation

Authentic Materials

Authentic Materials

Making the most of CALLMaking the most of CALL

CALL – Computer Assisted Language Learning Teachers and students have to make the most of them Obtain skills needed to optimize computer’s potentials Research for CALL processes to determine how CALL tasks mediate and influence learning

Only few studies – Metacognition in CALL Metacognition is vital for control and direction of learning

Research Findings Research Findings in The Area of CALLin The Area of CALL

Chan (2000): Adequate and appropriate metacognitive knowledge is decisive for effective control and use of interactive aids. Over time, control and strategy use improve with more effective use of interactive aids.

Many students turn to interactive aids when they encounter problems in task processing.

Continuous and frequent processing of CALL tasks and use of interactive aids have formative and positive effects on metacognitive skills.

Johansyah (2008): Introduction and explanation prior to the actual CALL activity significantly reduce problems students encounter during doing the task. Teacher’s close and active monitoring is vital to make sure students achieve the goal of the task.

Consolidation at the end of the session should be done to ensure that students actually learn what they have done in the task.

IMPLICATIONS AND IMPLICATIONS AND RECOMMENDATIONSRECOMMENDATIONS

Find content and skill appropriate CALL tasks with the availability of interactive aids preferable. Students are less aware of their learning strategy (using their metacognitive skills), thus teachers should reinforce this. Encourage students to practice CALL in their own time to improve their metacognitive skills. It is advisable that the teacher provides introduction and explanation before the actual CALL activities occur. Close and active monitoring for task in progress is essential. Consolidation at the end of the session to make sure that students really learn things they have done in the task is highly advisable.

THANK YOU

Johansyah@bali.ialf.edu December

2008

QUESTIONQUESTIONS S

AND AND DISCUSSIODISCUSSIO

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