The relationship between playing games and metacognitive awareness

the relationship between playing games and metacognitive awareness

This study investigates the relationship between metacognition and Moreover, four metacognition dimensions including awareness, planning, Do the four metacognition sub-constructs play a mediating role in Erhel S, Jamet E. The effects of goal-oriented instructions in digital game-based learning. Metacognitive awareness has been shown to be a critical skill for academic success. However, students often struggle to regulate this ability. After that, we provide a brief evaluation of the relationship between . him to hit the board and take off into the sandpit at the Olympic Games. Thus .. questions for the study of metacognition and conscious awareness.

A second aim is to increase their desire to communicate with foreigners. One possible reason why actual English learning goals are not mentioned in the government policy might be related to the lack of teachers with both elementary teaching qualifications and high-level English language skills Japan Business Federation, ; MEXT, Between the government ideology and the actual amount of instruction time allocated to English education 35 hours per academic year, which comes to a little less than one class per weekteaching English at this level has been challenging.

While the goal in other subject areas is to learn the content, in English, on the other hand, the top priority is having fun. In other words, English has been treated more as a game than an area of study. This is not to say, however, that students are unsuccessful in learning the language. One of the authors of this paper conducted a year-long qualitative study in a Japanese sixth grade classroom Kobayashi,where she was solely an observer.

However, her interviews ended up having an unforeseen, but positive effect on the children in helping them to better reflect on their learning. Thanks to a progressive-thinking principal and an innovative curriculum, the English teachers were able to concentrate on teaching not only language skills, but also how to effectively learn. In addition, they emphasized the fact that English is an academic subject, and while learning can be fun, it is also a serious part of the day.

Through observations and interviews conducted in Japanesestudents gave voice to how they were learning. Qualitative analysis was conducted based on the grounded theory approach.

the relationship between playing games and metacognitive awareness

Data collected via observation notes and interview transcripts throughout the year were categorized and coded according to an emergent framework. Kobayashi explored how young EFL learners develop autonomy at a public elementary school in Japan. The research took place in a sixth grade class of 34 students ages Data included in-class observation notes and transcriptions of two types of interviews: There were 64 post-class interviews, which focused on any of 21 students soon after each English class finished.

Three of these students each participated in a twenty-minute follow-up interview because observations and post-class interview data suggested that they were developing autonomy and metacognitive awareness. Two of the students showed the most drastic improvement in autonomy and language proficiency throughout the year, while the third was very competent at explaining how she was learning.

Seven examples of learner autonomy selected from 33 cases identified in the study are described in this paper. While the first two have to do with self-access and learning beyond the classroom, they do not relate specifically to English, but rather to motivating factors. The next three show how students apply strategies to their English learning, and the final two examples relate to how the children demonstrate their understanding of metacognitive knowledge.

Motivation beyond the classroom One day, Pupil T looked very excited in English class. In an interview, he told the researcher about a conversation he had had with friends who graduated from the same school a year earlier. His friends told him that the sixth grade English class is helpful in preparing for junior high school. In this case, what happened outside of class strongly affected his motivation to study English.

He also mentioned how a returnee a student who had returned to Japan from living in an English-speaking country had influenced him. Motivation through content According to observation notes, in the beginning of the school year Pupil E did not look like a girl who enjoyed English. Until the middle of the second semester, she appeared overwhelmed and frustrated in class.

However, her attitude and methods of studying English gradually improved. One day, she began to take notes in class and also started to raise her hand to answer questions. The researcher began to pay closer attention to Pupil E and her interests in order to understand why this change had occurred.

In English class, the children had been singing the song Somewhere Over the Rainbow for several months. During this activity, Pupil E wrote that she wished for world peace, and the JTE later introduced this idea to the class. In the post-class interview, the author and Pupil E had the following conversation: When your idea was introduced by Mrs.

I wanted to sing that song more wholeheartedly. I have been interested in veterinarian as a job in the future, but started to think I want to be an adult who can promote world peace. She went on to say that she became interested in this field through learning about Malala Yousafzai and Sadako Ogata former United Nations High Commissioner of Refugees both in and outside of school.

the relationship between playing games and metacognitive awareness

What do you think about learning English? In order to build a peaceful world, English is necessary. According to observation notes, Pupil E researched Ogata for a class project in Japanese and gave a speech about her. This activity led Pupil E to begin thinking about her own future. Therefore, content learned separately and in two languages combined to increase motivation and also gave her a reason to work harder in English class.

Applying three types of strategies simultaneously The sixth grade English curriculum is based on joint storytelling a methodology developed by the JTEwhere students learn language forms, such as vocabulary and structure, in order to knowingly produce language Allen-Tamai, The students learned to tell the entire story little by little throughout the school year, and in the process applied all three types of learner strategies outlined by Ellis and Ibrahim Students listened to and repeated after the teacher, in addition to practicing pronunciation through reciting the story cognitiveand they chanted together with peers socioaffective.

Several metacognitive strategies were applied as well. When they learned to chant the story, they became aware of word stress. As students practiced what they had already learned, they activated prior knowledge, and finally reviewed what they had already learned.

the relationship between playing games and metacognitive awareness

In short, students learned about the process of language learning through experiencing it. Gestures as a learning strategy Pupil F described how a song helped her to learn English. However, using the gestures was helpful. Since she would not have been able to read all the lyrics, that method would also have been hard.

Note-taking strategy Students do not usually take notes in English class because spelling is not explicitly taught. However, some students in the class regularly copied words from the blackboard. One day, Pupil E suddenly began to take notes. In an interview, she said that she copied the spelling and meaning of words because she was imitating another student, Pupil H.

She found that Pupil H was able to read the words aloud from having copied them, so she decided to do the same thing. As a result, she was able to learn how to read several new words. Understanding metacognitive knowledge through peer teaching Ten students in the target class participated in a program in which they taught joint storytelling to first graders.

The Relationship Between Mobile Phone Use, Metacognitive Awareness and Academic Achievement

They had been learning this way since second grade, and now had a unique opportunity to teach the younger students how to learn the content.

First, they reflected on their language learning metacognitive in order to access what was needed to pass the knowledge on to the younger children.

After that, they were collaborating, cooperating, discussing and listening to each other, and finally helping one another to effectively teach the story socioaffective.

Pupil F discussed how teaching the first graders forced her to think carefully about how to learn. Understanding how to learn In a lesson designed to develop phonological awareness, students were learning about the relationships between letters and sounds. Pupil O understood what was happening and explained why she was learning the phonemes. Even though she might not have been managing her own learning yet, she was able to vocalize how she was learning, thus accessing metacognitive knowledge.

Conclusion The examples discussed above provide a glimpse into the metacognitive awareness and choices made by Japanese sixth grade learners of English. Through use of various strategies, the students took charge of their own learning and made decisions that helped them to be better learners. Since interviews did not contain questions about learning English at home or outside the classroom, the examples focus solely on in-school learning.

While it would have been helpful to know if self-access had played a role in their motivation or decision-making, it is nevertheless evident that the children understood how they were learning and were able to explain about aspects of their metacognitive and cognitive awareness.

The interviews might have served the purpose of giving students an opportunity to actively reflect on their learning, thus assisting them in recalling their thought processes while completing various tasks.

This is especially pertinent in the Japanese system with 35 hours of English instruction per academic year. In this context, a successful learner will likely acquire most language skills outside of the classroom through self-access, utilizing strategies that have worked in school.

While there have not been many studies on self-access with regard to young learners, those described above show promising results. As technology continues to improve, and more children use the internet or play digital games, so too have new ways of language learning emerged. Prior to that, she spent five years observing elementary school English classes that followed an innovative curriculum.

Her research interests include autonomy, relatedness, and self-determination. Teaching and researching autonomy 2nd ed.

The Relationship Between Mobile Phone Use , Metacognitive Awareness and Academic Achievement

Beyond the language classroom. Investigations into expertise in chess, a competitive sporting activity that was rule bound, amenable to measurement through objective ratings e.

Chess is a challenge of perceptual-cognitive skill and thus provides a fitting laboratory for testing constructs such as pattern recognition, visual imagery, and memory Bilalic et al. Sport in the more traditional sense emphasizes motor skill execution under stressful conditions typically in a dynamic environment Baker and Young, One legacy of the chess expertise literature was that this perceptual-cognitive lens was subsequently applied in the sport domain MacIntyre et al.

Two interlinked events led researchers to become enthusiastic in their study of visual cognition and sport Williams and Ford, Firstly, the emergence of the expert performance approach Ericsson and Smith, and later, the theory of deliberate practice Ericsson et al. The tenet that sport could be a dynamic natural laboratory was well made Moran, ; Williams and Ericsson, and the development of innovative methodologies occurred in parallel e.

A burgeoning literature developed and sport as a domain of study gained popularity as a result Moran, ; MacIntyre et al. However, there were limits to this approach, particularly in the focus on visual-cognitive expertise, which arguably was to the detriment of our understanding of the underlying psychological processes. Take, for example, the quiet eye phenomenon which has recently gained prominence in sport science research Vine et al.

Increasingly, this is becoming a topic of interest within both cognitive psychology Klostermann et al. According to Vickers, quiet eye offset occurs when the gaze deviates off a specific location for more than ms Vickers,p. To date, little knowledge of the psychological basis of the quiet eye phenomenon has emerged Moran, a. A further limitation to the expertise approach is that, for example, the focus has been on a narrow set of conclusions from the original publication on deliberate practice Ericsson et al.

Therefore, it is not surprising that the debate over the contribution of deliberate practice to expert performance continues in chess Campitelli and Gobet, ; Detterman,sporting expertise Williams and Ford, ; Baker and Young, and professional expertise Ericsson, ; Hoffman, Disagreements over the number of hours accumulated, starting age, and the link to general cognitive abilities continue to dominate the field e.

For example, Hambrick et al. The acquisition of motor skills in the traditional sporting context is arguably more complex Voss et al. For example, even defining deliberate practice among athletes is more challenging than with chess grandmasters MacIntyre et al.

Nevertheless, the conclusion by Hambrick et al. Before we consider the construct of metacognition, the rationale for studying athletes and sport performers must be made readily apparent. Numerous authors have highlighted the role in which sport can provide a natural laboratory for the study of constructs within psychology and expertise Ericsson and Smith, ; Moran, ; MacIntyre et al. According to Ericssonp. For example, typically performers have to execute complex skills under conditions of extreme stress where their limits are being constantly challenged Baker and Young, Among the topics that have only recently received scrutiny are the role of attention and the allocation of effort in deliberate practice Baker and Young, One explanation for this is that researchers concentrated on the variables that were most measurable, including the quantification of hours in practice Helsen et al.

A challenge for researchers has been reconciling the automaticity and procedural knowledge, central to expert sport performance, with the notion that declarative knowledge and metacognitive abilities may also play a role in the acquisition of expertise Stanley and Krakauer, ; Toner, To explain, while procedural knowledge is inherently linked to optimum sport performance, declarative knowledge may have both a debilitative Beilock and Carr, and facilitative role Carson and Collins, ; MacIntyre et al.

For example, it is probable that Carl Lewis knew his precise stride count to enable him to hit the board and take off into the sandpit at the Olympic Games. Thus, expertise in sports goes beyond mere procedural knowledge and arguably metacognitive processes are present at all stages of the target skill and may work in parallel. We thus propose an integrative model of expertise in sports, one that explores action and cognition in sport, a topic that has arguably only recently returned to the forefront of psychology.

In Rosenbaum suggested that researchers in psychology have historically turned relatively late to cognition and action. While this point is debatable, given the recent emergence of research on exceptional performance states e. Understanding movement had long been the preserve of the fields of motor control, biomechanics, and neurophysiology perhaps due to the complexity of the cognition-action nexus and the lack of clear methodological approaches within psychology Rosenbaum, The disembodied approach of information processing theorists in the s led scientists to conduct research on thinking independently from the study of sensorimotor processes and mechanisms Laakso, Jeannerod proposed that action, rather than movement per se, was vital to understand, as evidence for the role of cognition in movement planning was accumulating.

The interest in understanding action from different perspectives was increasing rapidly see Guillot and Collet, According to Moran importance of inter-disciplinary collaboration between researchers in cognitive sport psychology, cognitive psychology, and cognitive neuroscience has been brought to the fore by this new paradigm.

Similarly, social cognition has developed as a field of study which has added considerably to our understanding of action Gallese et al. And recently, cognitive researchers have embraced the study of the domain of sport in their quest to understand how the mind works MacIntyre et al.

the relationship between playing games and metacognitive awareness