Contents



Preface

Metacognition and learning have a positive association because "thinking about thinking and knowing about knowing" are empowering processes for successful learning. Knowing how your brain captures information and how your thinking processes work provides you with pedagogical tools for mediating your own learning. Successful teaching can only be determined by learners' interpretation of knowledge provided and how it is received. Learning is an important process for cognitive growth, hence this book brings diverse strategies of developing metacognitive skills at different levels of learning. The contributions come from different backgrounds (economically and geographically) and different academic fields.

Literature on metacognition clearly indicates the strength of metacognitive skills in developing independent responsible learners. Such learners become creative learners who are not limited by provided instruction but go beyond, questioning and challenging provided knowledge. With such a calibre of learners, more inventors, creators of ideas, and problem solvers will emerge. Our contribution in this book provides diverse strategies at all levels of learning in different fields to promote

Educators at different levels of education should read and use this book as it provides strategies for developing and nurturing metacognitive skills. It also exposes readers to internal abilities that students have that can be developed further. The book is divided into two sections: (1) Strategies to nurture metacognition, and (2)

Under the first section which is "Strategies to nurture metacognition", there are five

**Chapter 1** "Listener Background in L2 Speech Evaluation" discusses strategies used in training listeners of second language students of English to eliminate their biases against L2 speech. Literature articulates how accents, pronunciations, and other linguistic factors of speakers of L2 are judged and used against them in the learning processes. Hence this chapter promotes the training of listeners first with the aim of eliminating their biases for successful oral presentation and engagement of L2

**Chapter 2** "Teaching with and for Metacognition in Disciplinary Discussions" deliberates on the strategic observation and reflection of the SOAR teaching framework's influence in teaching with and for metacognition. The framework is argued to enhance teaching as well as improve learning. The chapter presents detailed components of the framework using classroom-based strategies as well as scenarios to unpack how the framework operates and its benefits for developing metacognition.

**Chapter 3** "Mathematics Dictionary: Enhancing Students' Geometrical Vocabulary

and Terminology" explores how dictionary and polygon pieces encouraged inquiry-based learning that later support learning of geometry and develop independent learning strategies for students. The findings indicate that students

speakers also developing their metacognitive skills on listening.

successful learning experiences.

Intrinsic metacognition enablers.

chapters.
