entails the actual explanation of the strategy to be taught and its goal. The purpose of this is
to make the student aware of the strategy itself. Dickinson (1993) has been working on a
framework to "invite the learners to pay attention to (metacognitive strategies) while
experiencing a lesson" (334).
The content factor calls for the need of a specific content in the instruction of
metacognitive strategies. This content is necessarily a corresponding cognitive strategy.
According to Wenden, the isolated instruction of metacognitive strategies "will not lead to
learning" (ibid).
Evaluation is a crucial element in the instruction of metacognitive strategies, which
may be evaluated according to different factors. Wenden (1987c,159) mentions three: the
improvement of the task involved, the maintenance of the behaviour that implies the use of
the strategy and the transfer of the strategy to different contexts, or different tasks, which,
according to O'Malley may be extremely sensitive (1987,143). Dickinson (1987), from a
different perspective states three criteria for the evaluation of strategies, which for him, have
to be carried out by learners themselves:
- Does the strategy work? Does it help the learner to meet his objective?
- What does the user feels about using the strategy? Is he happy, unhappy using it?
- How vital is the learning objective anyway? something that can be ignored? (204)
The integration factor refers to the fact that the instruction of strategies in a learning
to Ieam programme is integrated into the language learning course. Wenden states that "the
more integrated the learner training the more effective it should be" (ibid) and calls for the
consideration of three factors: range and specificity of concepts and tasks, autonomy of
application in or outside a classroom and learner needs in regards to language, time,
objectives, etc. (1987c,166).
To these four elements I would add two more: the willingness of the learners and the
appropriacy of the instraction. The former refers to the motivation of the learners to Ieam in
a self-directed way. It is not enough that they are informed that they are going to Ieam
metacognitive strategies; they have to be asked if they are willing to do so. Students enrolled
in a language course may not be as willing as users of a self-access centre which in itself
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