This book is an outcome of the 9th ELT Research Conference organised by Çanakkale Onsekiz Mart University. The papers in this volume illustrate some of the key research interests and priorities for English language teaching in Turkey and provide significant insights into a range of contemporary issues and practices in the field. The papers present research focusing on issues in the areas of technology, learners, teacher training and post-graduate education, which have been gathered together in four sections, each section containing articles covering several different aspects of the topic in question.
Metacognition: The Road to Success for ELT Students (Senem Üstün Kaya)
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Senem Üstün Kaya20
Başkent University, Turkey
Metacognition: The Road to Success for ELT Students
Abstract: The aim of this study is to present the importance of metacognitive learning strategies in ELT classes for second language competence. When language learners become aware of the priority of self-regulation and metacognitive study skills, they tend to set goals before a task, monitor and evaluate their learning while practicing a second language. For many educators, “metacognition”; that is, “learning how to learn”, is very important in second language competence because it is defined as the ability to control one’s own learning and learning strategies (Flavell, 1979). It provides a higher level of acquisition, language awareness, critical thinking, monitoring, analyzing, evaluating and synthesis in the learning process. It would be apt to indicate that in spite of there being many reasons for the failure of students in learning a foreign language; one of the most important causes derives from the fact that many language learners are unaware of metacognitive learning strategies and self-regulation skills. Therefore, the first aim for educators in ELT classes ought to be teaching students ‘how to learn and study’ before focusing on the practice of language skills. Language teachers have tended to experiment with new approaches and methods in order to improve their students’ competence in ELT classes. If language learners are not able to control their own learning, in other words if they cannot embrace the idea of metacognition,...
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