The Predicative Role of Metacognitive Awareness in Teachers’ Cognition on Noticing Concept

Document Type : Original Article

Author

Lecturer in Applied Linguistics, Preparatory Studies Center, University of Technology and Applied Linguistics, Shinas, Oman

Abstract

Teachers’ cognition, as an important entity in determining the level of efficient teaching, has been the target of recent studies. Metacognitive awareness is also claimed to be the manifestation of the underlining cognition. Therefore, this study took a new move in the area of teacher cognition research. It integrated teaching experience, one of the main factors of cognitive/metacognitive building blocks, in language noticing. It also managed to perceive the relation between teachers’ cognition and metacognitive awareness, taking experience into account.  For this, at first, Noticing Concept Inventory (NCI) was given to 60 experienced and novice teachers, then the same teachers took teacher metacognitive awareness Inventory (MALT). The independent sample t-test confirmed the role of teaching experience in conceptualizing noticing; in the next statistical step, Pearson Correlation Coefficient and Multiple Regression Analysis detected the relation between teachers’ cognitive status and metacognitive awareness. Experienced teachers were found to be more metacognitively aware hence holding up higher level of noticing cognition. In the final step, the ANOVA pertained the procedural knowledge, as a metacognitive component, actively involved in the teachers’ noticing cognition. Findings illustrated the key role of teaching experience in forming and modifying teachers’ cognition on noticing. 

Keywords

References

Armour-Thomas, E. (1989). The application of teacher cognition in the classroom: A new teaching competency. Journal of Research & Development in Education.
Balcikanli, C. (2011). Metacognitive awareness inventory for teachers (MAIT). https://doi.org/10.25115/ejrep.v9i25.1620
Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied linguistics, 25(2), 243-272. https://doi.org/10.1093/applin/25.2.243
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370-380. https://doi.org/10.1016/j.system.2011.07.009
Borg, S. (2012). Studying teacher cognition in second language grammar teaching. System, 27(1), 19-31. https://doi.org/10.1016/S0346-251X(98)00047-5
Borg, S. (2015). Teacher cognition and language education. Teacher Cognition and Language Education, 1-384.
Breen, M. P., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: Teachers' principles and classroom practices. Applied linguistics, 22(4), 470-501. https://doi.org/10.1093/applin/22.4.470
Cohen, A. D. (1996). Second language learning and use strategies: Clarifying the issues: Center for Advanced Research in Language Acquisition.
Efklides, A. (2001). Metacognitive experiences in problem solving Trends and prospects in motivation research (pp. 297-323): Springer. https://doi.org/10.1007/0-306-47676-2
Eilam, B., & Poyas, Y. (2006). Promoting awareness of the characteristics of classrooms’ complexity: A course curriculum in teacher education. Teaching and Teacher Education, 22(3), 337-351. https://doi.org/10.1016/j.tate.2005.11.004
Ellis, N. C. (2008). Usage-based and form-focused SLA: The implicit and explicit learning of constructions. Language in the context of use: Discourse and cognitive approaches to language, 93-121. https://doi.org/10.1515/9783110199123
Flavell, J. H. (1999). Cognitive development: Children's knowledge about the mind. Annual review of psychology, 50(1), 21-45. https://doi.org/10.1146/annurev.psych.50.1.21
Gatbonton, E. (2000). Investigating experienced ESL teachers' pedagogical knowledge. Canadian Modern Language Review, 56(4), 585-616. https://doi.org/10.3138/cmlr.56.4.585
Golombek, P. R. (1998). A study of language teachers' personal practical knowledge. Tesol Quarterly, 32(3), 447-464. https://doi.org/10.2307/3588117
Golombek, P. R. (2009). Personal practical knowledge in L2 teacher education. The Cambridge guide to second language teacher education, 155-162. https://doi.org/10.1017/9781139042710.021
Griffith, P. L., & Ruan, J. (2005). What is metacognition and what should be its role in literacy instruction. Metacognition in literacy learning: Theory, assessment, instruction, and professional development, 3, 18.
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (1998). Metacognition in educational theory and practice. Routledge.
Jung, J.-Y. (2009). Attention, awareness, and noticing: The role of consciousness and the selective fossilization hypothesis. https://doi.org/10.7916/salt.v9i2.1451
Meijer, P. C., Verloop, N., & Beijaard, D. (1999). Exploring language teachers’ practical knowledge about teaching reading comprehension. Teaching and Teacher Education, 15(1), 59-84. https://doi.org/10.1016/S0742-051X(98)00045-6
Mullock, B. (2006). The pedagogical knowledge base of four TESOL teachers. The modern language journal, 90(1), 48-66. https://doi.org/10.1111/j.1540-4781.2006.00384.x
Phipps, S., & Borg, S. (2009). Exploring tensions between teachers’ grammar teaching beliefs and practices. System, 37(3), 380-390. https://doi.org/10.1016/j.system.2009.03.002
Pintrich, P. R. (1990). Implications of psychological research on student learning and college teaching for teacher education. Handbook of research on teacher education, 826-857.
Pressley, M., Borkwski, J. G., & Schneider, W. (1989). Good information processing: What it is and how education can promote it. International Journal of Educational Research, 13(8), 857-867. https://doi.org/10.1016/0883-0355(89)90069-4
Richards, J. C. (2011). Competence and performance in language teaching: Cambridge University Press.
Robinson, P. (2003). Attention and memory during SLA. The handbook of second language acquisition, 631-678. https://doi.org/10.1002/9780470756492
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional science, 26(1-2), 113-125. https://doi.org/10.1023/A:1003044231033
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary educational psychology, 19(4), 460-475. https://doi.org/10.1006/ceps.1994.1033
Schmidt, R. W. (1990). The role of consciousness in second language learning1. Applied linguistics, 11(2), 129-158. https://doi.org/10.1093/applin/11.2.129
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. Attention and awareness in foreign language learning, 9, 1-63.
Schmidt, R. (2001)." Attention." In P. Robinson (Ed.), Cognition and second language instruction (pp. 3-32). Cambridge University Press.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2001). Using multivariate statistics (Vol. 5): Pearson Boston, MA.
Tei, E., & Stewart, O. (1985). Effective studying from text: Applying metacognitive strategies. Forum for Reading, 16(2), 46–55.
Tomlin, R. S., & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in second language acquisition, 16(2), 183-203. https://doi.org/10.1017/S0272263100012870
Tsui, A. B. (2005). Expertise in teaching: Perspectives and issues Expertise in second language learning and teaching (pp. 167-189): Springer. https://doi.org/10.1057/9780230523470_9
Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and cassroom practice.
Zargaran, Z., Khatib, M., Birjandi, P., & Yazdanimoghadam,M. (2021). A Qualitative Study of Experience in Forming Teachers’ Cognition on the Concept of Language Noticing. Research in English Language Pedagogy, 9(2), 412-435. https://doi.org/10.30486/relp.2021.1915764.1241
Zohar, A. (2006). The nature and development of teachers' metastrategic knowledge in the context of teaching higher order thinking. The journal of the learning sciences, 15(3), 331-377. https://doi.org/10.1207/s15327809jls1503_2
Applied Linguistics Inquiry
Volume 2, Issue 1
March 2024
Pages 123-134

Files

History

  • Receive Date: 17 October 2023
  • Revise Date: 10 December 2023
  • Accept Date: 06 February 2024

Share

How to cite

Statistics