2,236
Views
20
CrossRef citations to date
0
Altmetric
Original Articles

College students’ metacognitive strategy use in an EFL flipped classroom

&

References

  • Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: A materials development course. Computer Assisted Language Learning, 30(3–4), 204–222. doi: 10.1080/09588221.2017.1301958
  • Albert, M., & Beatty, B. J. (2014). Flipping the classroom applications to curriculum redesign for an introduction to management course: Impact on grades. Journal of Education for Business, 89(8), 419–424. doi: 10.1080/08832323.2014.929559
  • Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching. doi: 10.1080/17501229.2017.1394307
  • Anderson, N. J. (2002, April). The role of metacognition in second language teaching and learning. ERIC Digest, 3–4.
  • Azevedo, R., Guthrie, J. T., & Seibert, D. (2004). The role of self-regulated learning in fostering students' conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research, 30(1–2), 87–111.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.
  • Berrett, D. (2012, February 19). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education. Retrieved from http://www.chronicle.com/article/How-Flipping-the-Classroom/130857/
  • Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at the 120th ASEE Annual Conference & Exposition: Frankly, We Do Give a D*MN, Atlanta, GA.
  • Block, E. L. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463–494. doi: 10.2307/3586295
  • Block, E. L. (1992). See how they read: Comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 26(2), 319–343. doi: 10.2307/3587008
  • Bruff, D. O., Fisher, D. H., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student perceptions of an experiment in blended learning. MERLOT Journal of Online Learning and Teaching, 9(2), 1–13.
  • Caner, M. (2012). The definition of blended learning in higher education. In P. Anastasiades (Ed.), Blended learning environments for adults: Evaluations and frameworks (pp. 19–34). Hershey, PA: IGI Global.
  • Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30(1–2), 1–21. doi: 10.1080/09588221.2015.1111910
  • Chiang, T. H. C. (2017). Analysis of learning behavior in a flipped programing classroom adopting problem-solving strategies. Interactive Learning Environments, 25(2), 189–202. doi: 10.1080/10494820.2016.1276084
  • Choi, I., Land, S. M., & Turgeon, A. J. (2005). Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instructional Science, 33(5–6), 483–511. doi: 10.1007/s11251-005-1277-4
  • Cohen, A. D. (2011). Strategies in learning and using a second language (2nd ed.). Essex, UK: Longman
  • Cohen, A. D., & Upton, T. A. (2006). Strategies in responding to the new TOEFL reading tasks (Monograph No. 33). Princeton, NJ: Educational Testing Service. Retrieved from https://www.ets.org/Media/Research/pdf/RR-06-06.pdf
  • Cresap, L. (2015). Preparing university students for flipped learning. In A.G. Scheg (Ed.), Implementation and critical assessment of the flipped classroom experience. (pp. 175–195). Hershey, PA: IGI Global.
  • Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131–142. doi: 10.1037//0022-0663.80.2.131
  • Dabarera, C., Renandya, W. A., & Zhang, L. J. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42, 462–473. doi: 10.1016/j.system.2013.12.020
  • Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580. doi: 10.1007/s11423-013-9305-6
  • Day, J. A., & Foley, J. D. (2006). Evaluating a web lecture intervention in a human–computer interaction course. IEEE Transactions on Education, 49(4), 420–431. doi: 10.1109/TE.2006.879792
  • Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14–27. doi: 10.1007/s11528-013-0698-1
  • Faulkner, T., & Green, J. (2015). The peer instruction flipped learning model. In A. G. Scheg (Ed.), Implementation and critical assessment of the flipped classroom experience (pp. 196–217). Hershey, PA: IGI Global.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. doi: 10.1037/0003-066X.34.10.906
  • Goh, C. C. M. (2002). Exploring listening comprehension tactics and their interaction patterns. System, 30(2), 185–206. doi: 10.1016/S0346-251X(02)00004-0
  • Goncalo, J. A., & Staw, B. M. (2006). Individualism-collectivism and group creativity. Organizational Behavior and Human Decision Processes, 100(1), 96–109. doi: 10.1016/j.obhdp.2005.11.003
  • Greene, J. A., & Azevedo, R. (2009). A macro-level analysis of SRL processes and their relations to the acquisition of sophisticated mental models. Contemporary Educational Psychology, 34(1), 18–29. doi: 10.1016/j.cedpsych.2008.05.006
  • Hao, Y. (2016). Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295–303. doi: 10.1016/j.chb.2016.01.031
  • Hartman, H. J. (2001). Developing students’ metacognitive knowledge and skills. In H. J. Hartman (Ed.), Metacognition in learning and instruction (pp. 33–68). Dordrecht: Springer.
  • Hennessey, M. G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
  • Hsu, L. L., & Hsieh, S. I. (2014). Factors affecting metacognition of undergraduate nursing students in a blended learning environment. International Journal of Nursing Practice, 20(3), 233–241. doi: 10.1111/ijn.12131
  • Huang, S. H. (2012). Successful EFL learners’ learning strategies: Examples from Taiwan. Spectrum: NCUE Studies in Language, Literature, Translation, 9, 82–101.
  • Hung, S. (2009). Promoting self-assessment strategies: An electronic portfolio approach. Asian EFL Journal, 11(2), 129–146.
  • Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–89. doi: 10.1080/09588221.2014.967701
  • Israel, M. J. (2015). Effectiveness of integrating MOOCs in traditional classrooms for undergraduate students. The International Review of Research in Open and Distributed Learning, 16(5), 102–118.
  • Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76(3), 349–366. doi: 10.1037//0022-3514.76.3.349
  • Jovanović, J., Gašević, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33, 74–85. doi: 10.1016/j.iheduc.2017.02.001
  • Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. Internet and Higher Education, 22, 37–50. doi: 10.1016/j.iheduc.2014.04.003
  • Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160–173. doi: 10.1016/j.compedu.2014.05.009
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43. doi: 10.1080/00220480009596759
  • Limpo, T., & Alves, R. A. (2018). Tailoring multicomponent writing interventions: Effects of coupling self-regulation and transcription training. Journal of Learning Disabilities, 51(4), 381–398. doi: 10.1177/0022219417708170
  • Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71–94. doi: 10.1093/applin/20.1.71
  • Liyanage, I., Bartlett, B., Birch, G., & Tao, T. (2012). To be or not to be? Metacognitive: Learning EFL strategically. Electronic Journal of Foreign Language Teaching, 9(1), 5–25. Retrieved from http://e-flt.nus.edu.sg/archive/v9n12012.htm
  • Macaro, E. (2001). Learning strategies in foreign and second language classrooms. London: Continuum.
  • Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224.
  • Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 87(9), 696–699. doi: 10.1177/003172170608700916
  • McCarthy, J. P., & Anderson, L. (2000). Active learning techniques versus traditional teaching styles: Two experiments from history and political science. Innovative Higher Education, 24(4), 279–294. doi: 10.1023/B:IHIE.0000047415.48495.05
  • Meijer, J., Veenman, M. V. J., & van Hout-Wolters, B. H. A. M. (2006). Metacognitive activities in text studying and problem-solving: Development of a taxonomy. Educational Research and Evaluation, 12(3), 209–237. doi: 10.1080/13803610500479991
  • Mermelstein, A. D. (2015). Asian EFL University Students' Preference toward teaching approaches. CATESOL Journal, 27(2), 259–279.
  • Metcalfe, J. (2009). Metacognitive judgments and control of study. Current Directions in Psychological Science, 18(3), 159–163. doi: 10.1111/j.1467-8721.2009.01628.x
  • Metcalfe, J., & Finn, B. (2008). Evidence that judgments of learning are causally related to study choice. Psychonomic Bulletin & Review, 15(1), 174–179. doi: 10.3758/PBR.15.1.174
  • Moffett, J. (2015). Twelve tips for “flipping” the classroom. Medical Teacher, 37(4), 331–336. doi: 10.3109/0142159X.2014.943710
  • Mokhtari, K., & Reichard, C. (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249–259. doi: 10.1037/0022-0663.94.2.249
  • Morales, H. S., & Mena, R. G. (2016). Student self-evaluation and autonomy development in EFL learning. Revista de Lenguas Modernas, (25), 199–222. (https://revistas.ucr.ac.cr/index.php/rlm/article/view/27695)
  • O’Malley, J. M., & Chamot, A. (1990). Strategies used by second language learners. Cambridge: Cambridge University Press.
  • Phakiti, A. (2003). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing, 20(1), 26–56. doi: 10.1191/0265532203lt243oa
  • Phakiti, A. (2006). Modeling cognitive and metacognitive strategies and their relationships to EFL reading test performance. Melbourne Papers in Language Testing, 1, 53–95.
  • Phakiti, A. (2016). Test takers’ performance appraisals, appraisal calibration, and cognitive and metacognitive strategy use. Language Assessment Quarterly, 13(2), 75–108. doi: 10.1080/15434303.2016.1154555
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. doi: 10.1007/s10648-004-0006-x
  • Purpura, J. (1997). An analysis of the relationships between test takers’ cognitive and metacognitive strategy use and second language test performance. Language Learning, 47(2), 289–325. doi: 10.1111/0023-8333.91997009
  • Ruddick, K. W. (2012). Improving chemical education from high school to college using a more hands-on approach (Doctoral dissertation). Retrieved from ProQuest Digital Dissertations.
  • Sletten, S. R. (2017). Investigating flipped learning: Student self-regulated learning, perceptions, and achievement in an introductory biology course. Journal of Science Education and Technology, 26(3), 347–358. doi: 10.1007/s10956-016-9683-8
  • Stacey, E., & Gerbic, P. (2007). Teaching for blended learning––Research perspectives from on-campus and distance students. Education and Information Technologies, 12(3), 165–174. doi: 10.1007/s10639-007-9037-5
  • Sun, Z. (2015). The role of self-regulation on students’ learning in an undergraduate flipped math class (Doctoral dissertation). Retrieved from ProQuest Digital Dissertations.
  • Talbert, R. (2012). Inverted classroom. Colleagues, 9(1), 7. Retrieved from http://scholarworks.gvsu.edu/colleagues/vol9/iss1/7
  • van Vliet, E. A., Winnips, J. C., & Brouwer, N. (2015). Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist. CBE—Life Sciences Education, 14(3), ar26. doi: 10.1187/cbe.14-09-0141
  • Vandergrift, L. (1997). The comprehension strategies of second language (French) learners: A descriptive study. Foreign Language Annals, 30(3), 387–409. doi: 10.1111/j.1944-9720.1997.tb02362.x
  • Vandergrift, L. (1999). Facilitating second language listening comprehension: Acquiring successful strategies. ELT Journal, 54(3), 168–176. doi: 10.1093/elt/53.3.168
  • Vandergrift, L. (2003). From prediction to reflection: Guiding students through the process of L2 listening. Canadian Modern Language Review, 59(3), 425–440. doi: 10.3138/cmlr.59.3.425
  • Vidal, R. T. (2010). Form-focused instruction, languaging and the learning of English as a foreign language (EFL) by Brazilian learners. Revista Brasileira de Linguística Aplicada, 10(1), 179–205.
  • Wang, C. (2002). Innovative teaching in foreign language contexts: The case of Taiwan. In S. J. Savignon (Ed.), Interpreting communicative language teaching: Contexts and concerns in teacher education (pp. 131–153). New Haven, CT: Yale University Press.
  • Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515–537. doi: 10.1093/applin/19.4.515
  • Yilmaz, R. M., & Baydas, O. (2017). An examination of undergraduates’ metacognitive strategies in pre-class asynchronous activity in a flipped classroom. Educational Technology Research and Development, 65(6), 1547–1567. doi: 10.1007/s11423-017-9534-1
  • Yong, D., Levy, R., & Lape, N. (2015). Why no difference? A controlled flipped classroom study for an introductory differential equations course. Primus, 25(9–10), 907–921. doi: 10.1080/10511970.2015.1031307
  • Zhang, D., & Goh, C. C. M. (2006). Strategy knowledge and perceived strategy use: Singaporean students’ awareness of listening and speaking strategies. Language Awareness, 15(3), 119–199. doi: 10.2167/la342.0
  • Zhang, L., Goh, C. C. M., & Kunnan, A. J. (2014). Analysis of test takers’ metacognitive and cognitive strategy use and EFL reading test performance: A multi-sample SEM approach. Language Assessment Quarterly, 11(1), 76–102. doi: 10.1080/15434303.2013.853770
  • Zhao, Y., & Ho, A. (2014). Evaluating the flipped classroom in an undergraduate history course (HarvardX Research Memo). Retrieved from http://harvardx.harvard.edu/files/harvardx/files/evaluating_the_flipped_classroom_-_zhao_and_ho.pdf

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.