Fostering metacognitive strategies at tertiary level

a path to students’ self-directed and creative learning

Research output: Contribution to journalArticle

Abstract

Introduction. To improve students’ learning, reflection practice was introduced in an ESP course at Mykolas Romeris University in Vilnius, Lithuania.
Aim of the study. To analyse students’ reflection on their own learning.
Materials and methods. Literature analysis, content and statistical analysis.
Results. There exist eight levels of course difficulty that falls into four main categories as perceived by learners, most of whom are well aware of their own strengths, weaknesses and threats in EFL and are satisfied with their achievements.
Conclusion. Reflective learning leads to students’ self-directed and creative learning.
Original languageEnglish
Pages (from-to)250-255
Number of pages6
JournalCreative personality
Volume4
Publication statusPublished - 2006

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learning
student
Lithuania
statistical analysis
content analysis
threat
literature

Keywords

  • Metacognitive strategies
  • Reflection
  • ESP
  • Self-directed learning
  • Creative learning

Cite this

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title = "Fostering metacognitive strategies at tertiary level: a path to students’ self-directed and creative learning",
abstract = "Introduction. To improve students’ learning, reflection practice was introduced in an ESP course at Mykolas Romeris University in Vilnius, Lithuania. Aim of the study. To analyse students’ reflection on their own learning.Materials and methods. Literature analysis, content and statistical analysis.Results. There exist eight levels of course difficulty that falls into four main categories as perceived by learners, most of whom are well aware of their own strengths, weaknesses and threats in EFL and are satisfied with their achievements. Conclusion. Reflective learning leads to students’ self-directed and creative learning.",
keywords = "Metacognitive strategies, Reflection, ESP, Self-directed learning, Creative learning",
author = "Nijolė Burkšaitienė",
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journal = "Creative personality",
issn = "1407-6276",
publisher = "Riga Teacher Training and Education Management Academy",

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AB - Introduction. To improve students’ learning, reflection practice was introduced in an ESP course at Mykolas Romeris University in Vilnius, Lithuania. Aim of the study. To analyse students’ reflection on their own learning.Materials and methods. Literature analysis, content and statistical analysis.Results. There exist eight levels of course difficulty that falls into four main categories as perceived by learners, most of whom are well aware of their own strengths, weaknesses and threats in EFL and are satisfied with their achievements. Conclusion. Reflective learning leads to students’ self-directed and creative learning.

KW - Metacognitive strategies

KW - Reflection

KW - ESP

KW - Self-directed learning

KW - Creative learning

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