Metacognitive Strategy Training for Vocabulary Learning.

By Z. Rasekh, R. Ranjbari. 2003

180 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students (2009, background): “Rasekh and Ranjbary (2003) examined the effect of a 10-week, explicit metacognitive strategy training session conducted in a classroom setting with Iranian EFL students.”
The use of self-regulation strategies by foreign language learners and its role in language achievement (2016, background): “…Bunker, 2009; Oxford, 2003, 2011) by leading to deeper learning and higher performance in language skills such as speaking (Ehrman, 1996; Ma & Oxford, 2014); reading comprehension (Ehrman, 1996); writing (Andrade & Evans, 2013; Wang, Spencer & Xing, 2009); and vocabulary (Rasekh & Ranjbary, 2003).”
The Effect of Metacognitive Strategy Training on the Listening Performance of Beginner Students. (2010, background): “…do not seem to be sufficiently trained in the listening strategies in the EFL context of preparatory English education and as pointed out by Rasekh and Ranjbary (2003), most course books and curricula, especially in the context of EFL, do not contain enough information on learning…”