criticize two journals

Topcu, A., & Ubuz, B. (2008). The Effects of Metacognitive Knowledge on the Pre-service Teachers’ Participation in the Asynchronous Online Forum. Educational Technology & Society, 11 (3), 1-12. 

2 variables were analyzed  The Effects of  Metacognitive Knowledge (x) on the Pre-service Teachers’ Participation in the Asynchronous Online Forum(y). This paper is to see the effect of students metacognitive knowledge on their participation in online forum discussions, which form part of a web-based asynchronous course based on a constructivist instructional approach. This research has small population. A total of 32 pre-service teachers (12 males and 20 females) participated in the study, with ages ranging from 21 to 24. Of the participants in the study, there were 14 science education and 18 mathematics education majors. The number of messages posted in the forum discussions among the pre-service teachers and the instructor was 1,055. The mean value of the number of messages for each chapter was 3.39 per pre-service teacher. Pre-service teachers took a discussion score for each week out of 10, which was the mean of the scores received from the messages forwarded on that week. These scores were totaled at the end of the semester to obtain students’ total discussion scores. The mean of the total discussion scores was 69.21 out of 100. Standard deviation was 12.36. The range of the total discussion scores of the pre-service teachers was between 30 and 90. From this can be deduced that messages had moderate-to-high quality of participation in the asynchronous online discussions.

Metacognitive Awareness of pre-service English Language Teachers in Terms of Various Variables

Arif Saricoban

Hacettepe University, Faculty of Education, ELT, Beytepe-Ankara, 06800, Turkey

Metacognitive awareness of pre-service English Teacher (x) i Terms of Various Variables(y). The metacognitive awareness ability might affect students’ success learnig by planning, managing the information, monitoring, debug and evaluating, of pre-service English language teachers in terms of grade level, willingness of selecting teaching profession and performing teaching profession after graduation. The purpose of this study is to examine the metacognitive awareness, the higher order thinking process. The study has small population that consist of  consist of 96 pre-service English language teacher candidates at Hacettepe University in 2014-2015 academic year. As seen in Table 1 , of the 48 total participants. They are enrolled in their first year at the department (Freshmen Level). The results have shown that the pre-service english teacher have good knowledge about cognition including procedural, declarative, and conditional knowledge and regulation of cognition consisting of various strategies ranging from information management, debugging, planning, comprehension monitoring, and evaluation. They also have positive attitudes towards their metacognitive awareness in their academic studies. They aware of what strategies are useful and utilize them, are highly aware of their own intellectual strengths and weaknesses, learn more when they are interested in the topic, motivate themselves, focus on overall meaning and significance of new information, ask for help when needed, stop and reread when confused, consider several alternatives to a problem, and seek easy ways to do things, we, foreign language teachers, should first introduce new information (methods, approaches, techniques, activities, etc. that they need to improve) to our students, and prepare motivating and attitude increasing activities accordingly to increase their interest in the topic.

The similarities of two journals above are to analyze about students’ metacognitive ability and to see how the metacognitive ability affects students success learning.

The differences are the first journal examines the students’ metacognitive towards the online forum discussion, and the second journal examines the students’ metacognitive towards their success learning in the classroom.

References
Topcu, A., & Ubuz, B. (2008). The Effects of Metacognitive Knowledge on the Pre-service Teachers’ Participation in the Asynchronous Online Forum. Educational Technology & Society, 11 (3), 1-12.  
  
Metacognitive Awareness of pre-service English Language Teachers in Terms of Various Variables Arif Saricoban Hacettepe University, Faculty of Education, ELT, Beytepe-Ankara, 06800, Turkey