The Role of Meta-Cognitive Self Regulated Learning Strategies in Enhancing Language Performance: A Theoretical and Empirical Review

Recent research suggests a potential link between meta-cognitive awareness,self regulated learning strategies and language performances. Self-regulated learning has garnered a great deal of interest among academicians and psychologists as research indicated that it has positive effects on learners&#...

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Bibliographic Details
Published in:Journal of Asian scientific research (Online) 2013-06, Vol.3 (6), p.570
Main Authors: Mahadi, Rozilawati, Subramaniam, Ganakumaran
Format: Article
Language:English
Online Access:Get full text
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Summary:Recent research suggests a potential link between meta-cognitive awareness,self regulated learning strategies and language performances. Self-regulated learning has garnered a great deal of interest among academicians and psychologists as research indicated that it has positive effects on learners' academic achievement (Dolianac, 1994; Dckeyrel et al., 2000) whereas experts advocate that "meta-cognitive awareness" ignites one's thinking and can lead to a deeper learning and improved performance, especially among learners who are having problems in learning. Implicatively, this paper highlights the role of meta-cognitive self regulated learning strategies in enhancing performance among students by providing theoretical and empirical foundations drawn from literature on these aspects, specifically towards language achievements.
ISSN:2226-5724
2223-1331