Illusions of Knowing”: Metacognitive Processes and Achievement in Reading and Writing Examination Tasks

Hamdoud, Amina; Bensemmane, Faiza

dc.contributor.author	Hamdoud, Amina
dc.contributor.author	Bensemmane, Faiza
dc.date.accessioned	2022-05-12T10:18:59Z
dc.date.available	2022-05-12T10:18:59Z
dc.date.issued	2021
dc.identifier.uri	http://localhost:8080/xmlui/handle/20.500.12387/2003
dc.description	Bibliographie : p.261-274	ar_AR
dc.description.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	ar_AR
dc.language.iso	other	ar_AR
dc.publisher	University of Algiers 2 Abou El Kacem Saadallah	ar_AR
dc.subject	Reading	ar_AR
dc.subject	Metacognitive Processes	ar_AR
dc.subject	Writing Examination Tasks	ar_AR
dc.title	Illusions of Knowing”: Metacognitive Processes and Achievement in Reading and Writing Examination Tasks	ar_AR
dc.title.alternative	Case Study of First and Second Year Degree Students in the Department of English at University of Algiers 2	ar_AR
dc.type	Thesis	ar_AR