Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal International Journal of Literature and Language Studies Innovative Journal of Educational Research and Insights (IJERI)
Emily Carter
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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The Impact of Metacognitive Training on Enhancing Problem-Solving Skills Among Secondary School Students Hassan Al-Farsi; Emily Carter
Innovative Journal of Educational Research and Insights Vol. 2 No. 1 March 2025: Innovative Journal of Educational Research and Insights
Publisher : PT Mutiara Bustan Ilmu

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Abstract

This study investigates the impact of metacognitive training on enhancing problem-solving skills among secondary school students. Employing a quasi-experimental design with pre-test and post-test control groups, the research involved 60 students divided into experimental and control groups. The experimental group participated in an 8-week metacognitive training program focusing on planning, monitoring, and evaluating learning strategies. Data were collected through problem-solving skill tests, the Metacognitive Awareness Inventory, and student reflection journals. The findings revealed a significant improvement in the problem-solving abilities of students who underwent metacognitive training, as indicated by higher post-test scores and increased metacognitive awareness. Qualitative data from reflections and teacher observations further confirmed the development of self-regulated learning behaviors and strategic problem-solving approaches among participants. The results underscore the effectiveness of integrating metacognitive instruction into the curriculum to foster critical thinking and adaptive learning in secondary education.
CODE-SWITCHING AS A PEDAGOGICAL RESOURCE IN BILINGUAL ONLINE CLASSROOMS Emily Carter
International Journal of Literature and Language Studies Vol. 5 No. 3 (2026): International Journal of Literature and Language Studies
Publisher : International Journal of Literature and Language Studies

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This article investigates teacher and learner code-switching in bilingual online classrooms within the broader field of linguistics and applied language studies. The study uses twelve recorded online English lessons and 360 chat messages from intermediate bilingual learners and applies interactional discourse analysis supported by a functional coding scheme. The main finding is that code-switching was most frequent during clarification, classroom management, affective support, and vocabulary explanation. The article argues that strategic switching can support comprehension and participation when it is purposeful rather than automatic. The discussion is relevant to researchers, teachers, curriculum designers, and graduate students who need concise but systematic models of linguistic inquiry.
Co-Authors Hassan Al-Farsi