Clarifying the Process of Metacognitive Strategy Learning and Establishing Learner Support Model

本研究定性地阐明了学习者通过获得元认知策略和知识而成为自主学习者的过程。研究发现，在策略干预的同时，学习者需要同伴或其他教师的额外鼓励，以及学习元认知策略和知识的强烈动机或兴趣。此外，在习惯形成之前缺乏强有力的鼓励，整合所教策略的成本以及他们对干预的误解被认为是阻碍学习者使用所教元认知策略的可能障碍。基于这些发现，小组活动在策略干预中的有效性也被调查。结果发现，课堂内的小组学习与课外的个人学习紧密相连，有助于学习者使用元认知策略和知识，从而促进自我调节学习。最后，本研究还总结了定性研究的方法，并详细介绍了数据的收集、分析和呈现。

This study qualitatively clarified the process of learners' becoming autonomous by obtaining metacognitive strategies and knowledge. It was found that, together with a strategy intervention, learners needed additional encouragement by peer or other teachers as well as strong motivation or interest in learning the metacognitive strategies and knowledge. Furthermore, lack of strong encouragement until habit formation, cost of incorporating the strategies taught, and their misunderstanding of the intervention was identified as possible obstacles against learners' use of metacognitive strategies taught. Based on these findings, effectiveness of group activities in the strategy intervention was also investigated. The results found that an in-class group work which is well linked with individual study outside of the class facilitates learners' use of metacognitive strategies and knowledge and therefore self-regulated learning. Finally, this study also summarized the methodology for qualitative research with details of data collection, analysis, and presentation.