This classroom-based, quasi-experimental study explored the impact of metacognitive instruction designed to promote young learners' (1) willingness to communicate (WTC), (2) participation in communicative activities, and (3) metacognitive knowledge of oral communication. Forty-four Grade 3 students (8--9 years old) from two intact classes…

The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student…

This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an…