metacognition
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- PaperarXiv — AI in Education (cs.CY)29 Jun 2026
Demystify, Use, Reflect, Assess (DURA): An Experience Report on LLM Integration in CS2
Margaret Ellis, Nikitha Donekal Chandrashekar, Sehrish Basir Nizamani, Mohammed Farghally et al.
The DURA framework (Demystify-Use-Reflect-Assess) was implemented in a CS2 course to guide student use of Large Language Models (LLMs). Students used LLMs for clarifying concepts, debugging, and understanding assignments while still engaging with traditional support. Proctored assessments were increased and retakes allowed, leading to improved student perceptions of instructor care.
Original abstract
Student access to Large Language Models (LLMs) is reshaping learning behaviors; at the same time students are entering the workforce where effective LLM use is becoming an expected skill. In this Experience Report we share our DURA framework (Demystify-Use-Reflect-Assess) and materials we used to restructure our CS2 course to allow the use of LLMs. We first demystified LLMs, then provided guidance on use with required attribution. We also added reflections related to LLM use at three points throughout the semester to encourage student meta-cognition around LLM use. We increased the value of proctored assessments in tandem with allowing retakes and including questions that explicitly assess skills from programming assignments. Students reported using LLMs for clarifying course concepts, debugging, understanding assignment guidelines, and determining test cases, but also still sought assistance via office hours and TAs, monitored Piazza, and reviewing course content. Students articulated thoughtful and strategic approaches to LLM use and also valued the instructional content and guidance from course staff. Student use of office hours increased slightly this semester and student perceptions that the instructor cares about them and their learning improved.
- PaperLanguage Learning & Technology29 Jun 2026
Generative AI, visual scaffolds, and metacognition in EFL writing
Mei-Rong Alice Chen
This study proposed a Generative AI-assisted Visually Guided Progressive (GAI-VGP) writing approach combining visual scaffolds with AI feedback to enhance metacognitive awareness in EFL writing. A quasi-experiment with 58 university students showed significant gains in writing performance, planning, and evaluation strategies, but no improvement in monitoring and limited critical reflection. The findings suggest AI can augment planning and evaluation but may lead to learners outsourcing self-regulation.
Original abstract
Fostering metacognitive awareness and reflective thinking remains a challenge in English as a Foreign Language (EFL) writing instruction. These cognitive processes are essential for enabling learners to monitor, evaluate, and engage in meaningful self-reflection throughout the writing cycle. Using Flower and Hayes’s cognitive process model and Jasper’s Experience-Reflection-Action framework, this study proposes a Generative AI-assisted Visually Guided Progressive (GAI-VGP) writing approach. This pedagogical design integrates step-by-step visual scaffolds with interactive AI feedback to foreground learner agency and promote reflective engagement. To evaluate this approach, a semester-long quasi-experimental study was conducted with 58 EFL university students. Data sources included pre- and post-writing tests, metacognitive awareness questionnaires, reflective thinking scales, AI chat logs, and reflection notes. The results showed that the GAI-VGP group significantly outperformed the conventional VGP group in writing performance, planning and evaluation strategies, and reflective awareness. Qualitative analyses indicated increased engagement in understanding and reflectively evaluating writing strategies, although critical reflection remained limited across both groups. Although AI significantly enhanced planning and evaluation, monitoring showed no significant gains, with prompt-log evidence revealing a displacement pattern in which learners outsourced real-time regulation to AI validation.
- PaperERIC — Assessment & second language1 Jan 2025
Second Language Listening Pedagogy: An Examination of Classroom Practices in an EFL Context
Morteza Bagheri, Martin East
Eight experienced EFL teachers in Iranian private language schools were observed to investigate listening instruction. Teachers used a variety of metacognitive and comprehension-based strategies at pre-, during-, and post-listening stages, but rarely explicitly taught or discussed these strategies.
Original abstract
This study explored how teachers undertook listening instruction with learners of English as a foreign language (EFL) through investigating teachers' authentic classroom practices. Eight experienced EFL teachers working in Iranian private language schools participated in the study. Each teacher was observed six to nine times and each complete teaching session of each of the participants was audio-recorded. Findings revealed that teachers had knowledge of an extensive repertoire of listening techniques, and their teaching was composed of strategies at pre-, during-, and post-listening stages. Teachers also mostly drew on metacognitive and comprehension-based practices. While teachers employed a number of metacognitive classroom practices, there was a lack of teaching and explicitly discussing these strategies. Findings provide some pedagogical implications for novice teachers with regard to expanding their repertoires of practice and employing various classroom activities. The findings might also help inform teacher educators and curriculum developers regarding classroom realities and the extent to which research findings can inform teaching methods and classroom practices.