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2018, vol. 51, br. 4, str. 488-505
Kognitivne i metakognitivne strategije kao prediktori ishoda učenja jezika
aUniversity of Tartu, Pärnu College, Pärnu, Estonia
bUniversity of Tartu, Faculty of Social Sciences and Education, Tartu, Estonia

e-adresakatrin.saks@ut.ee
Sažetak
Nekonzistentni nalazi prethodnih istraživanja na temu strategija učenja jezika i njihove povezanosti sa jezičkim veštinama bili su motiv za dublje istraživanje efekata koji strategije učenja jezika imaju na ishode učenja. Cilj ovog istraživanja bio je da se ispitaju mogući efekti kognitivnih i metakognitivnih strategija učenja jezika na ishode učenja. Istraživanje je uključivalo podatke dobijene samoprocenom na uzorku od 269 učenika završnog razreda srednje škole (starosti 18.4 godine) koji su u analizi povezani sa rezultatima standardizovanog ispita engleskog jezika kao stranog. Analiza je pokazala postojanje linearnog odnosa između strategija učenja jezika i ishoda učenja zasnovanih na opažanju učenika. Strukturalno modelovanje ukazalo je da kognitivne strategije imaju direktan efekat na ishod učenja, dok metakognitivne strategije utiču na ishode indirektno.
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O članku

jezik rada: engleski
vrsta rada: originalan članak
DOI: 10.2298/PSI180121025S
objavljen u SCIndeksu: 28.12.2018.
metod recenzije: dvostruko anoniman
Creative Commons License 4.0