Of L. N. Gumilyov Eurasian National University педагогика. Психология. ӘЛеуметтану
DOI: https://doi org/10.32523/2616-6895-2021-134-1-126-139
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| DOI: https://doi org/10.32523/2616-6895-2021-134-1-126-139
Received: 20.10.20 / Accepted: 2.12.20 Introduction According to the international PISA-2018 (the Program for International Student Assessment), focused on assessing functional literacy, scholastic performance on reading, math and science, Kazakhstani 15-year-old students ranked 69th place out of 77 countries in reading worldwide. 36% of students obtained Level 2 proficiency in reading compared to the Organization for Economic Cooperation and Development (OECD) average of 77%. In fact, PISA-2009, 2012 and 2015 results indicate that Kazakhstani students’ problems deal with regulating their reading process strategically: interpreting problems in formulated tasks, comprehending written information represented in graphs and tables and generalizing text information [1]. Consequently, key questions of how to teach students to transfer their acquired knowledge to new learning and life situations, how to develop students’ functional literacy arise closely interconnected with students’ responsibility, academic performance, motivation; self-efficacy believes and self-regulated learning. As a solution to the problems, the OECD Learning Thanks, God, for living and learning throughout life 127 № 1(134)/2021 ВЕСТНИК Евразийского национального университета имени Л.Н. Гумилева. Серия Педагогика. Психология. Социология BULLETIN of L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series Compass 2030 offers cognitive, metacognitive, social, and emotional skills as skills for 2030 needed for students to meet educational and societal demands of modernized education [2, p.86]. Accordingly, low level of Kazakhstani students’ functional competence is the main reason for preparing pre- and in-service teachers for cognitive and metacognitive strategy instructions, introducing them into curriculum, qualification courses, pre-school, school, and higher education system. The purpose of the given article is to explore whether combined cognitive and metacognitive strategy trainings affect EFL students’ abilities to think strategically as well as improve their academic performance in reading. The article uncovers numerous classifications of cognitive and metacognitive strategies proposed by different researchers, examines students’ ranges and types of actual strategies use, presents efficient models of cognition and metacognition, raises complex issues in strategy instructions and offers possible implications for further research. This article may serve as a basis for teachers to integrate strategy instructions into Kazakhstani classroom settings to help learners manage their cognitive learning process reasonably as well as enhance their academic performance. жүктеу/скачать 3,76 Mb. Достарыңызбен бөлісу:
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