Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central role of reading comprehension in education success. One solution to the problem of poor reading comprehension is the learning of metacognitive reading strategy skills. Metacognitive reading strategy ability needs to be focused in language learning and teaching. The present study is an attempt to find out whether "meta-cognitive reading strategy awareness" enhances EFL students’ reading comprehension. Furthermore, it attempts to detect the relationship between metacognitive reading strategy awareness and reading comprehension. This paper focuses on the four main issues. First, it discusses the definition of metacognitive reading strategy, the significance of metacognitive reading strategy. Second, it reviews the process of metacognitive reading strategy. Third, definition of reading comprehension and different models of reading comprehension are reviewed. Fourth, the relationship between metacognitive reading strategy and reading comprehension will be discussed. Findings based on the review of the literature along with analysis of the data are of great significance and can be advantageous to improve EFL learners' metacognitive reading comprehension skill. Metacognitive reading comprehension skill has a positive effect on learning a second language and learners can gain the skills they need for effective communication in English.

Technology has changed the way we teach and the way we learn. Many learning theories can be used to apply and integrate this technology more effectively. There is a close relationship between technology and constructivism, the implementation of each one benefiting the other. Constructivism states that learning takes place in contexts, while technology refers to the designs and environments that engage learners. Recent efforts to integrate technology in the classroom have been within the context of a constructivist framework. The purpose of this paper is to examine the definition of constructivism, incorporating technology into the classroom, successful technology integration into the classroom, factors contributing to teachers’ use of technology, role of technology in a constructivist classroom, teacher’s use of learning theories to enable more effective use of technology, learning with technology: constructivist perspective, and constructivism as a framework for educational technology. This paper explains whether technology by itself can make the education process more effective or if technology needs an appropriate instructional theory to indicate its positive effect on the learner

When we talk about multimedia learning, we can ask several questions to ourselves understand the effect of information and communication technologies (ICT's) on our lives. ICT's have introduced new instructions that we use to think; consequently, the ways in which we think would also change. New identities are born that are connected to communication tools. From the viewpoint of applied linguistics, we are specifically interested in the effects that these communicative skills can have on the processes of language production and interpretation. Our conceptions of language and communication have changed substantially with the arrival of computer and its digital capabilities. Communications have also changed considerably. These changes have affected the school communities and the relationships established between teachers and students now involve other modes of cognitive involvement and social interactions made possible by digital online communications. In this paper, the researchers discuss the issues of ICT, multimedia learning, its principles, CALL, its advantages and implications of multimedia learning. Then multimodal learning, multimodality and second language acquisition, and implications of multimodality in language learning and teaching will be discussed. A review of the literature will determine how multimodal models affect the teaching and learning processes

This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.

Malaysia is undergoing a large educational reform movement that is moving toward student-centered learning. To date, however, Malaysian students have had little experience with cooperative-learning strategies. The author examined how Malaysian student peer tutoring might be most effectively structured. They randomly assigned 48 students in pairs in 2 Form 4 (Grade 10) physics classes to 3 levels of peer-tutoring structure: (a) sequence-questioning-explanation (students received scripts and question stems), (b) questioning and explanation (stems without script), and (c) questioning (neither stems nor scripts). Twice a week for 3 weeks, students listened to their teachers lecture, then interacted in tutoring pairs for 20 min. Malaysian students benefited from the more structured peer tutoring in comprehension and level of questions, illustrating that having students simply work together is not as effective as more structured interactions in which students learn how to interact through use of question stems ...