The Role of Metacognitive Strategies in PromotingLearning EFL Independently

Without an informed cognitive understanding of atransfer of learning strategies across disciplineslearning autonomy of EFL/ESL will make little to noprogress.The book, based on the exploratory study, offers apromising way to help learners become independentlearners of EFL/ESL.The chapters in this book present an introduction ofthe study; thoroughly review of theoreticalperspectives and empirical research involvingmetacognition theory, cognitive processes,metacognitive strategies and EFL/ESL autonomouslearning; methodology; results; and discussions andsuggestions.Learners striving for independence need detailedknowledge about metacognitive processes underlyinglearning. Likewise, teachers, researchers, andadvanced students with a more cognitive orexperimental background in EFL/ESL relateddisciplines, i.e., applied linguistics,psycholinguistics, cognitive linguistics, andeducation, need to make use of such appliedknowledge. This book is also useful for those with abroad interest in learning independently, a controland transfer of their learning strategiesmetacognitively, and a-state-of-the art in thepresentation of the quantitative and the text dataanalysis.

Autorentext

Chayada Danuwong, PhD: Applied Linguistics at Edith Cowan University. A Lecturer at Rajabhat Ubon Ratchathani University, Thailand.

Klappentext
Without an informed cognitive understanding of a transfer of learning strategies across disciplines learning autonomy of EFL/ESL will make little to no progress. The book, based on the exploratory study, offers a promising way to help learners become independent learners of EFL/ESL. The chapters in this book present an introduction of the study; thoroughly review of theoretical perspectives and empirical research involving metacognition theory, cognitive processes, metacognitive strategies and EFL/ESL autonomous learning; methodology; results; and discussions and suggestions. Learners striving for independence need detailed knowledge about metacognitive processes underlying learning. Likewise, teachers, researchers, and advanced students with a more cognitive or experimental background in EFL/ESL related disciplines, i.e., applied linguistics, psycholinguistics, cognitive linguistics, and education, need to make use of such applied knowledge. This book is also useful for those with a broad interest in learning independently, a control and transfer of their learning strategies metacognitively, and a-state-of-the art in the presentation of the quantitative and the text data analysis.