Publicação

Reflection as a means to develop young learners´ metacognition

Detalhes bibliográficos
Resumo:	The present study conducted as part of the practicum during my master’s degree studies in teaching English at primary level aimed to explore two strands of the umbrella term, metacognitive awareness. These were self-awareness (Who am I as a language learner?) and cognitive awareness (Why and how do I learn a language?). Secondly, the study aimed to help understand the teacher’s role in fostering reflection and how reflection can support students’ learning. Finally, it attempted to recognize what adjustments in practical terms were needed for metacognitive awareness through reflection to occur in the lesson. The study was conducted during a 2 month period in the first term of the school year, and involved a group of 26 students aged 9-10 years old in year 4 at primary level. As research methodology, small scale classroom-based action research was used, which entailed a qualitative and quantitative approach to data collection. The data collection tools consisted of a teaching journal, questionnaires, teacher observation and a student’s self-assessment worksheet. As day-to day practice, strategic questioning was used. In addition, reflection upon the activities carried out in the lesson through the use of reflection cards was promoted at the end of the lesson and a reflective summary was written after acknowledging the contents covered in the lesson that had been presented in the beginning of each lesson. Results showed that over time, through reflection fostered by the teacher, more students were able to recognize their mistakes, share their learning strategies with their peers, and students were able to provide more reasons for the activities carried out in the classroom. In addition, they gave greater thought to what they learnt in English. The responses to the self-assessment worksheet at the end of the action research seemed to indicate students’ rigor in their self-assessment. Moreover, the study demonstrated that the teacher’s role is fundamental in promoting students’ reflective attitudes to understand who they are as language learners and why and how they learn a language. Raising students’ self-awareness remains however, an area for further research. Results of the study may encourage English teachers to implement regular use of reflection cards, reflective summaries and self-assessment worksheets as a means to promote young learners’ cognitive awareness.
Autores principais:	Cravo, Paula Joana Katchi
Assunto:	Metacognitive awareness Cognitive awareness Self-awareness Reflection Teacher’s role Self-assessment Young learners Consciencialização metacognitiva Consciencialização cognitiva Auto-consciêncialização Reflexão Auto-avaliação Jovem aprendente
Ano:	2017
País:	Portugal
Tipo de documento:	dissertação de mestrado
Tipo de acesso:	acesso aberto
Instituição associada:	Universidade Nova de Lisboa
Idioma:	inglês
Origem:	Repositório Institucional da UNL