Foment of metacognition and integration of AI for ells

Key points:

Metacognition, or the ability to think about thinking itself, is a crucial ability for English students (EL) in all content areas. By promoting self -awareness and self -regulation, metacognitive strategies train students to monitor their learning processes, establish attainable objectives and adapt their approaches to overcome linguistic and academic challenges. The teaching of metacognition equips Ells with the necessary tools to navigate not only the acquisition of the language but also the demands of several thematic areas, from mathematics and sciences to history and literature (Flavell, 1979; Schraw and Moshman, 1995).

This article explores the role of metacognition in the improvement of learning results for ELLs and demonstrates how artificial intelligence (ai) tools can support metacognitive growth. From personalized comments to the monitoring of progress, ai allows students to reflect on their learning trip, refine their strategies and develop a deeper understanding of their strengths and areas of improvement. By integrating metacognition with ai, educators in all areas of content can create dynamic learning environments where Ells not only achieve academic success, but also obtain the necessary trust and autonomy to prosper in the disciplines and beyond the classroom (Winne and Azevedo, 2014).

The challenges of supporting ELLs in content areas

ELLS teaching presents unique challenges. Beyond dominating a new language, these students must also navigate complex academic content in subjects such as history, science and literature. The double burden of acquiring language domain and exceling in demanding subjects can leave overwhelmed students (Cummins, 2008). Educators often ask: How can we help Ells to be academically successful while fostering their independence and critical thinking abilities?

The response lies in two transformative strategies: metacognition and integration of artificial intelligence (ai). Metacognition implies planning, monitoring and evaluating understanding and strategies, which helps students to be more aware of their learning processes and make adjustments for improvement (hacker, Dunlosky and Graenser, 2009). The research shows that explicitly teaching metacognitive strategies improves the results of the autonomy and learning of students, particularly when combined with ai tools that provide personalized comments in real time (Fischer, Hmelo-Silver, Goldman and Reimann, 2018).

ai complements metacognition by offering adaptive learning experiences, instant language support and individualized comments, helping Ells to unite linguistic and academic gaps (Zawacki-Richter et al., 2019). Together, these strategies allow ELLs to take possession of their learning and prosper.

How ai supports metacognition: Saul's story

Saul, a 10th grade student at the level of intermediate competition, speaks Spanish and is browsing the challenge of learning academic English while standing out in their courses. A curious and reflective apprentice, Saul often looks for ways to connect new information with his personal experiences. During a recent project on myths and heroes, he explored how the American dream shapes historical narratives. Initially, Saul fought with key concepts, particularly vocabulary such as Myth, Hero and Dandyism.

To overcome these challenges, Saul used chatgpt in several ways:

• Clarification Vocabulary: He asked for definitions and simple examples. The translation of Spanish phrases helped him connect new terms with his native language.
• Rain of ideas: Used to generate comparisons between figures such as Martin Luther King Jr. and Che Guevara.
• Refine your essay: Chatgpt provided models and comments that helped him improve coherence and argument.

Metacognition in action

While Saul worked in his essay, he critically examined the role of American dream as an inspiration and a challenge for society, writing:

“The American dream caused people to think too much about money and follow the rich entrepreneurs as examples. A story like this can make heroes like Martin Luther King Jr. or Che Guevara, but can also cause injustice. ”

In integrating the support of ai with the teacher's orientation, Saul developed a nuanced argument, recognizing that although the American dream encourages ambition, systemic barriers can also obscure (Lareou, 2011). This critical commitment demonstrates how metacognition and ai together help students refine complex ideas.

Promote metacognition through teaching-student conversations

Promote metacognition often begins with significant interactions of teacher-student. For example:

Teachers-student dialog

Teacher: I saw your draft in myths and heroes, and I love how you are connecting the American dream with Martin Luther King Jr. and Che Guevara. Can you tell me how you approached this task?

Saul: At first, I was confused about what a myth really means. So, I started looking for him online. Then, I asked Chatgpt to explain it in simple terms and give me examples.

Teacher: That is a great strategy! How did you use the chatgpt response?

Saul: He explained that a myth is a story that people believe it is true, even if it is not. He gave examples like the American dream. That made me think about how people see success differently, so I added that idea to my essay.

Teacher: It seems that you have been using chatgpt as a tool to refine your ideas. What challenges did you face?

Saul: I struggled to explain why myths can sometimes damage people. I asked Chatgpt about that, and suggested examples of how myths like American dream can make people concentrate too much on money. That helped me to finish that part of the essay.

By guiding students through reflection and self -after, teachers can help deepen metacognitive consciousness (Zimmerman and Schunk, 2011).

Adaptation of ai and metacognitive strategies for different levels of competition

Metacognition and integration of ai must adapt to students' competence levels:

• Beginners: IA tools can translate and simplify instructions in their native language
• Intermediate learning: ai can help with the development of vocabulary and rain of ideas
• Advanced alitions: ai can improve argumentation, structure and feedback of colleagues

Educators can further promote self-regulated learning by incorporating reflexive newspapers, peer discussions and review assisted by ai–ai (Azevedo and Hadwin, 2005).

Address educator's concerns

While artificial intelligence tools improve learning, educators often care about exemption and ethical concerns (Selwyn, 2019). To mitigate misuse:

• Requires that students present their answers generated by ai together with the tasks
• Establish clear guidelines on when and how to use ai in a responsible manner
• Address privacy concerns ensuring that IA records do not contain confidential personal information

By integrating the ethical practices of ai in instruction, teachers balance innovation with academic integrity (Luckin, 2018).

The future of ai and metacognition in education Ell

The integration of metacognition and ai transforms classrooms into inclusive and adaptive learning spaces, empowering Ells to:

• Develop skills for autonomy and critical thinking
• Use ai for self -reflection and strategic learning
• Gain confidence in academic language in all disciplines

In the future, the training of teachers in metacognitive strategies promoted by ai will be key. When experiencing with reflective diary, Rys feedback and structured metacognitive indications, educators can create dynamic learning environments where ELLs are academically successful and develop permanent learning skills.

References

Azevedo, R. and Hadwin, AF (2005). Self -regulated learning and metacognition scaffold. Educational psychologist, 40 (2), 83-95.

Cummins, J. (2008). BICS AND CALP: Empirical and theoretical state of distinction. Language and Education Encyclopedia, 2, 71-83.

Flavell, JH (1979). Metacognition and cognitive monitoring. American psychologist, 34 (10), 906-911.

Hacker, DJ, Dunlosky, J. and Graesser, AC (2009). Metacognition manual in education. Routledge.

Luckin, R. (2018). Automatic learning and human intelligence. INSTITUTE OF EDUCATION OF UCL.

Zawacki-Richter, O., et al. (2019). Systematic review of research on education. International Journal of Educational technology in Higher Education, 16 (1).