Abstract:
wherein students need to continually use their metacognitive knowledge, but often experience weak monitoring and regulation strategies. This research was carried out to investigate the state of their metacognitive knowledge in an examination context. Drawing on a body of research and empirical data, the study examines the relationship between metacognition, year of study and level of achievement, and argues that high levels of metacognitive knowledge are needed to accurately monitor and regulate reading and writing weaknesses and achieve successfully
