Article citationsMore>>

Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S. et al. (2009). The Development of Two Observational Tools for Assessing Metacognition and Self-Regulated Learning in Young Children. Metacognition and Learning, 4, 63-85.
https://doi.org/10.1007/s11409-008-9033-1

has been cited by the following article:

• TITLE: A Critical Reflection on How the Think-Aloud Strategy as a Metacognitive Tool Facilitates High-Quality Teaching and Learning among Chinese ESL Learners Aged 6 - 8 in a Learning Centre Setting in China

  AUTHORS: Princess Jane Albitos, Pippa Leslie

  KEYWORDS: Think-Aloud Strategy, Metacognition, Self-Regulated Learning, ESL, Young Learners, Practitioner Enquiry, Second Language Acquisition, Scaffolding, Chinese Learners, High-Quality Teaching

  JOURNAL NAME: Creative Education, Vol.17 No.8, August 13, 2026

  ABSTRACT: This practitioner enquiry examines how the think-aloud strategy, as a metacognitive instructional tool, supports high-quality teaching and learning among three Chinese ESL learners aged 6 - 8 in a private learning centre in China. Drawing on structured research log observations and a child-adapted visual questionnaire across two consecutive sessions, the study applies reflexive thematic analysis to identify patterns in metacognitive engagement, self-monitoring, strategy use, and affective participation. Findings indicate that the strategy promoted metacognitive awareness across all proficiency groups, with the most substantial gains in the lower-proficiency learner. Questionnaire data corroborated observation findings and revealed a consistent shift in learner enjoyment and willingness to re-engage. Structured think-aloud instruction is concluded to be pedagogically promising in early ESL settings when embedded within responsive and emotionally supportive teaching practice.