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The Role of Metacognition in Processing of CALL Tasks

by Johansyah

OVERVIEW

WHAT - Definitions of metacognition  HOW - Components involved  WHY- Importance of knowing it  Relations to CALL  Research findings in the CALL area  Implications and Recommendations  Questions 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.

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

HOW Components involved

Person variables Metacognitive Task variables Knowledge Strategy variables

Planning Monitoring Evaluating Metacognitive Experiences

Metacognition usually precedes or follows a cognitive activity.

Person variables Kweitau Hot? No!! Im hungry! Warung Riau!!! Fried noodles Fried rice Bakso

Strategy variables

Walk to go there?

Wait . and count the time How the food is.

Use another person s name. By phone. Save energy, save time!! GPL: Gak Pake Lama!!!

Task Variables

WHY Importance of knowing it

 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. 2. Make accurate assessments of why they succeed in learning. 3. Think clearly about inaccuracies when failure occurs during tasks. 4. Actively seek to expand their repertoire of strategies for learning. 5. Match strategies to the learning task, making judgements when necessary. 6. Ask for guidance from peers or the teacher. 7. Take time to think about their own thinking. 8. View themselves as continual learners and thinkers.

Relations to CALL
Experiential Learning Global Understanding Motivation

Wide Range of Activities

Advantages Advantages of CALL

Enhance Student Achievement

Individualization

Authentic Materials

Greater Interaction

Making 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 in 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 RECOMMENDATIONS

 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

QUESTIONS AND DISCUSSIONS