Cognitive Strategies Use in Reading Comprehension and its Contributions

to Students' Achievement
Imam Suyitno, Universitas Negeri Malang, Indonesia

Abstract
The study outlined in this article describes the use of cognitive strategies designed to aid the comprehension of
Indonesian texts. It also examines the contributions of such strategies to students' comprehension scores. The
participants were 97 students who had completed and passed the reading course. In collecting the research data,
the researcher used a reading comprehension test instrument in the form of a cloze test, as well as a Likert scale
questionnaire. The cloze test was used to measure the students’ ability to understand the texts, while the
questionnaire was used to obtain information about cognitive strategies used by students in comprehension of the
texts. Data collection of the comprehension test results and understanding strategy data are performed
sequentially over the same day. Research data are described and analyzed by product moment correlation
technique. The research found that students' scores in cloze tests ranged from A to D. This score indicates that
students have varying abilities in reading comprehension. The research findings also showed that students used
various cognitive strategies in understanding text reading. The results of the correlation analysis showed that the
use of cognitive strategy has a positive or negative contribution to the results of reading comprehension
depending on the accuracy of the selection strategy in accordance with the text he read.

Keywords: cognitive strategy; text comprehension; contribution; reading score.

An Overview of Cognitive Strategies in SLA of English in 21stCentury

Abstract
Cognitive linguistics scrutinizes the close relationship between the human brain, mind and SLA. Since the beginning
of the 21st century, many new paradigms and approaches have emerged in this domain of SLA. Based on English as
L2, this paper delves into the review in cognitive dimension from three main aspects: cognitive linguistics
represented by constructional grammar, empirical cognitive science represented by neural-brain science and
corpus research, as well as category and metaphor-related theories in cognitive semantics. These cognitive
perspectives and strategies are interconnected and complementary, constituting a general and comprehensive
sketch of new paradigms in cognitive SLA.This paper summarizes and analyzes how cognitive linguistics and
cognitive science in the 21st century can provide coherent and appropriate theoretical guidance and
methodological reference for the study SLA, and meanwhile criticize and reflect on the shortcomings of the current
research field and offerssuggestions for future research directions.
Keywords: Cognitive Strategies, Second Language Acquisition, Psychological/mental Mechanisms, Cognitive
Linguistics, Neural-Cognitive Science.

Tracing the Use of Cognitive Strategies by Non-English Students in Learning English

Damianus Talok1, Priscilla Maria Assis Hornay2, Maria Goreti Djehatu3

Abstract
The objectives of the current research are to identify and quantify the cognitive strategies non-English students
use when working on assignments or solving problems of the English language they are learningand seek to find
out non-English students’ motivation and background knowledge of English as sustaining factors related to the use
of numerous cognitive strategies leading to the success of learning. This research employed a case study
qualitative approach. Data were taken from observations and interviews and were analyzed using thematic
analysis. Results of this research show that non-English students treated as the subject of this research employed
the so-called cognitive strategies in doing all tasks, including auditory representation, repetition, note-taking,
resourcing, inferring, translation, and transfer. Although most students had only the so-called instrumental
motivation, weak interest, and also, they lacked knowledge of English, yet it is proven that the cognitive strategies
they employed have enabled them to do all given tasks. An important implication of this study is that learning
should include training and supporting the students to understand the importance of learning strategy

Keywords: cognitive strategies, English language learning, non-English student, motivation, background knowledge
of English

Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings
Ariel S. Winn, MD*, Lisa DelSignore, MD, Carolyn Marcus, MD, Laura Chiel, MD, Eli Freiman, MD, Diane Stafford,
MD, Lori Newman, MEd

Abstract
Introduction: Cognitive learning strategies are strategies that improve a learner’s ability to process information
more deeply, transfer and apply information to new situations, and result in enhanced and better-retained
learning. Methods: We developed an interactive workshop for a national conference of pediatric educators to
teach five cognitive learning strategies. The specific strategies were (1) spaced retrieval practice, (2) interleaving,
(3) elaboration, (4) generation, and (5) reflection. Each strategy was taught using an active learning exercise. We
evaluated the effectiveness of the workshop through a commitment-to-change exercise in which we asked
participants to commit to making a change in their teaching as it related to the workshop and then queried them 6
weeks later about their implementation successes and barriers. Results: Of the 161 participants registered for the
workshop, 52 completed the voluntary workshop evaluation. All 52 participants committed to making a change in
their teaching as a result of the workshop. Of those 52 participants, 24 completed the 6-week follow-up survey.
Eighty-two percent of those respondents (n = 18) reported implementing a change based on the workshop, with
77% of respondents implementing a change that they had committed to directly after the workshop and 55%
implementing a change that they had not originally committed to at the end of the workshop. Discussion: This
workshop successfully led to behavioral change in the teaching of cognitive learning strategies. We anticipate that
this will lead to improved learningamong the trainees whom participants teach.
Keywords: Cognitive Learning Strategies, Active Learning, Memory Science
The effect of cognitive and metacognitive strategies in academic
achievement: A systematic review

Maryam Fooladvanda

Abstract

The existence of different researches on the relationship between learning strategies and academic achievement
indicates the positive and efficient influence of these strategies on the learning process. The present study was
conducted using the systematic review method, and with the aim of investigating the effect of cognitive and
metacognitive strategies on academic achievement. The population of the present study is available studies
related to the effects of cognitive and metacognitive strategies on academic achievement in Iran and abroad. The
period of investigation of internal articles was from 2004 to 2014, and the period of the investigation of articles
published in other countries was from 2000 to 2014. The results of different research indicated that learning
strategies such as cognitive and metacognitive strategies have had the most effects on academic achievement of
school and university students in different courses. In general, it can be said that learning strategies, from each
type (cognitive and metacognitive) in all studies (experimental, quasi-experimental, relational or correlational), in
all learners (females and males) are very effective on the degree of their learning in different courses
(experimental sciences, mathematics, and English Language).
Keywords: Systematic review, learning strategies, cognitive and metacognitive strategies, academic achievement.