المستودع الرقمي المؤسساتي للإنتاج العلمي والأكاديمي لجامعة الجزائر 2

Metacognitive Monitoring In Relation To Academic Achievement In Reading And Writing By 1st And 2nd Year Undergraduates

عرض سجل المادة البسيط

dc.contributor.author Hamdoud, Amina
dc.date.accessioned 2024-05-28T10:31:12Z
dc.date.available 2024-05-28T10:31:12Z
dc.date.issued 2019-09-30
dc.identifier.issn 1112-7279
dc.identifier.issn E 2676-1556
dc.identifier.uri http://ddeposit.univ-alger2.dz:8080/xmlui/handle/20.500.12387/6418
dc.description.abstract Metacognitive monitoring as a key component of general metacognition is part and parcel of most of the academic activities students at university are involved in. It refers to ‘learners’ estimates of their own knowledge, that is, learners’ knowledge of strategies that support cognition and their knowledge of conditions that dictate when and how to execute strategies that might influence their own learning’ (Valdez,2013). For reading and writing at the undergraduate stage of instruction, monitoring is crucial since it determines academic performance in these two demanding skills and in other subjects that require reading extensively and composing in the same time. The study at hand investigates the correlation between metacognitive monitoring of first and second year university students and their academic achievement in reading and writing. It employed the Taxonomy of Metacognitive Judgments to collect data on monitoring and the Reading/Writing test scores for achievement data. The results revealed an important correlation between the aforementioned variables and calls for instruction in metacognitive development that can assist students with the reading and writing skills necessary for independent learning in college. ar_AR
dc.language.iso en ar_AR
dc.publisher Faculté des Langues Etrangères. Université d'Alger 2 Abu Al-Qasim Saadallah ar_AR
dc.relation.ispartofseries Lettres et Langues. Al Adab Wa Llughat;Vol.14, Nr. 2
dc.rights Attribution-NonCommercial-NoDerivs 3.0 United States *
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/us/ *
dc.subject Metacognitive monitoring ar_AR
dc.subject Reading and writing ar_AR
dc.subject Achievement ar_AR
dc.title Metacognitive Monitoring In Relation To Academic Achievement In Reading And Writing By 1st And 2nd Year Undergraduates ar_AR
dc.type Article ar_AR


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