ENHANCING ENGLISH TEACHERS' INDEPENDENT LEARNING ABILITIES USING METACOGNITIVE TECHNIQUES
Ключевые слова:
Independent learning, metacognitive strategies, English teachers, self-directed learning, professional development.Аннотация
This article investigates the impact of metacognitive strategies on enhancing independent learning skills among English teachers. Recognizing the crucial role of self-directed learning in professional development, the study introduces a framework incorporating metacognitive techniques such as self-regulation, reflection, and strategic planning. A mixed-methods approach was employed, involving quantitative surveys to assess changes in independent learning behaviors and qualitative interviews to gain deeper insights into teachers’ experiences.
Библиографические ссылки
1.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In
P. D. Pearson, R. Barr, M. L. Kamil, & P. B. Mosenthal (Eds.), Handbook of
reading research (pp. 353-394). Longman.
2.
Schunk, D. H., & Zimmerman, B. (2008). Motivation and self-regulated
learning: Theory, research, and applications. Routledge. 3.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new
area of cognitive-developmental inquiry. American Psychologist, 34(10), 906
911.
4.
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive
awareness. Contemporary Educational Psychology, 19(4), 460-475.
5.
Yorke, M. (2006). Employability in higher education: What it is – What
it is not. Learning and Employability Series 1. Higher Education Academy.
6.
Wang, J., Baki, A., & Yang, Y. (2019). The impact of metacognitive
strategies on English teachers' professional development. Educational
Research, 61(2), 164-182.
7.
Lamb, T. (2017). The role of independent learning in language teaching.
Language Teaching, 50(4), 553-575.
8.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An
overview. Theory into Practice, 41(2), 64-70.
9.
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In
P. D. Pearson, R. Barr, M. L. Kamil, & P. B. Mosenthal (Eds.), Handbook of
reading research (pp. 353-394). Longman.
10.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of
Educational Research, 77(1), 81-112.
11.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective
teacher professional development. Palo Alto, CA: Learning Policy Institute.
