TEACHING COMPENSATORY COMPETENCE THROUGH METACOGNITIVE INSTRUCTION IN HIGH SCHOOL

This article explores the integration of metacognitive strategies in teaching compensatory competence to high school students. Compensatory competence, vital for overcoming language learning challenges, is enhanced when learners are equipped with metacognitive skills that foster self-regulation and strategic thinking. The article reviews the theoretical underpinnings of metacognitive instruction, its role in compensatory learning, and practical applications in high school classrooms.

Publication Details

Journal
Zenodo (CERN European Organization for Nuclear Research)
Published
2025-02-27
DOI
https://doi.org/10.5281/zenodo.14938594
Primary Topic
Seismic Performance and Analysis
Type
article
Field-Weighted Citation Impact
0.00
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article

TEACHING COMPENSATORY COMPETENCE THROUGH METACOGNITIVE INSTRUCTION IN HIGH SCHOOL

Zenodo (CERN European Organization for Nuclear Research)
Seismic Performance and Analysis
article

TEACHING COMPENSATORY COMPETENCE THROUGH METACOGNITIVE INSTRUCTION IN HIGH SCHOOL

article en

Abstract

This article explores the integration of metacognitive strategies in teaching compensatory competence to high school students. Compensatory competence, vital for overcoming language learning challenges, is enhanced when learners are equipped with metacognitive skills that foster self-regulation and strategic thinking. The article reviews the theoretical underpinnings of metacognitive instruction, its role in compensatory learning, and practical applications in high school classrooms.

Zenodo (CERN European Organization for Nuclear Research)
Quality Education
Openalex Percentile: Top 55%
Seismic Performance and Analysis
DOIOpen Access PDFOpenAlex
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TEACHING COMPENSATORY COMPETENCE THROUGH METACOGNITIVE INSTRUCTION IN HIGH SCHOOL · Zenodo (CERN European Organization for Nuclear Research) (2025) | TGRS Research Map | TGRS