2Learning procedures change along with the speed of educational developments. In order to achieve educational goals, sustainable and effective learning should be created for learners. Therefore, the current study aims to teach cognitive and metacognitive learning strategies as a progressive necessity from basic education levels to higher education levels. The current study is a descriptive review based on library search and Persian and English language information search engines with the keywords "cognitive learning", "metacognitive learning", "learning strategy" and "training" in the last five years. The findings showed that education based on cognitive and metacognitive learning is effective on both target groups (teachers and learners) and will lead to academic ability, progress and academic hope. Cognitive and metacognitive learning at lower levels will provide a platform for individual and social empowerment at higher levels (higher education and labor market). Metacognition and cognitive and metacognitive strategies play an important role in the teaching and learning process, and the teaching of these strategies may lead to the improvement of academic performance and individual abilities of students; As a result, teaching cognitive and metacognitive strategies to learners and promoting the use of these strategies in the educational environment by educators can lead to the improvement of educational capability in all educational systems.

The purpose of this study is to shed light on the frequency of the use of cognitive and metacognitive vocabulary learning strategies employed by undergraduate students. To achieve this, a vocabulary questionnaire developed on the basis of Oxfords’(1990) SILL, Wendens’(1987) classification of strategies, and Johnson and Gu’s (1996)VLQ was administered to 231 TEFL and non-TEFL undergraduate university students. The analyses of the questionnaire indicated that on the whole Iranian university students favor cognitive strategies in the process of vocabulary learning. It was also found that students’ major has a significant main effect on the choice of strategies. The results suggest language practitioners teach strategies to EFL learners and motivate them to use these strategies in their language learning process to promote learning.

Introduction: The purpose of this research was to compare the effectiveness of teaching cognitive learning strategies and metacognitive learning strategies on the academic motivation of Tehran students in the academic year 2020-2021.Method: This research was conducted semi-experimental with pre-test-post-test, control, and follow-up group. The research population included students studying in Tehran in 2020-2021. The available sampling method was used to select the sample. Because of the researcher's teaching in Khabar Faculty, Khabar Faculty of Applied Science University was selected. Then 3 general classrooms were selected and 30 students were randomly selected from among them and were replaced in the experimental groups 1 and 2 and the control group. An experimental group was taught cognitive learning strategies and another was taught metacognitive learning strategies, but no intervention was done in the control group. Vallerend et al's Academic Motivation Scale (AMS, 1992) was used to collect data. The mixed variance analysis method was used to analyze the data.Findings: The results showed that the level of academic motivation of the students increased and also the post-test changes remained stable and stable during the follow-up period. Also, the data showed that metacognitive learning strategies were more effective than cognitive learning strategies, but this difference is not significantConclusion: These results can help university administrators and professors provide appropriate educational programs to improve students' academic motivation and help improve the quality of their educational experience. Comparing the effectiveness of teaching cognitive learning strategies and metacognitive learning strategies on academic motivationIntroduction: One of the concepts raised in contemporary education is cognitive learning strategies and metacognitive learning strategies (Wolters 2003). Cognitive learning strategies and metacognitive learning strategies have valuable consequences in the process of learning, education, and even life success. Adaptation and success in school require that students expand and strengthen their cognition, emotions, or behaviors by developing learning strategies or similar processes so that they can achieve their goals (Wolters 2003). Among them, motivation is the most important condition for learning. Interest in learning is the product of factors related to the learner's personality and ability, task characteristics, incentives, and other environmental factors. Motivated students are easily recognized. They are eager to learn, interested, curious, hardworking, and serious. These students easily overcome obstacles and problems, spend more time studying and doing school assignments, learn more, and continue their studies after the end of the university course (Skinner and Belmont 1993; quoted by Memarian et al 2015). Academic motivation is defined as internal processes that stimulate activities and continue with the aim of achieving specific academic achievements (Pinreich & Zusho 2002, quoted by Areepattamannil 2011). In general, research results (Alexiou & Paraskeva 2013; Weisani, Lavasani & Ejei 2012; Salimi et al 2014) show that teaching cognitive learning strategies increases students' self-efficacy beliefs and motivation. According to the theoretical foundations and research, cognitive and metacognitive learning strategies have beneficial effects on the education and social life of students. So, the present research was designed and implemented to compare the effectiveness of teaching cognitive learning strategies and metacognitive learning strategies on the academic motivation of Tehran students in the academic year 2020-2021.Materials and methods: The current research was conducted as a semi-experimental pre-test and post-test with a control and follow-up group. The research population is students studying in Tehran in 2020-2021. An available sampling method was used to select the sample. First, because of the researcher's teaching in Khabar Faculty, Khabar Faculty of Applied Science University was selected. Then 3 general classrooms were selected and 30 students were randomly selected from among them and were replaced in the experimental groups 1 and 2 and the control group. There are three groups of 10 people, which include experimental group 1, experimental group 2, and control group, experimental group 1 was trained in cognitive learning strategies and experimental group 2 was trained in metacognitive learning strategies for 8 sessions in an online class through Skype software. However, there was no intervention in the control group. The inclusion criteria include a declaration of consent of all students to conduct the research, an age range between 20 and 24 years, not receiving any other treatment during the research period, undergraduate journalism students of Khabar Faculty in the 4th and 5th semesters, and gender of both male and female. Screening for lack of familiarity with strategies (getting a low score in the questionnaire on cognitive learning strategies and metacognitive learning strategies). Exclusion criteria include severe physical disability that prevents a person from participating in treatment sessions. Vallerend et al's Academic Motivation Scale (AMS, 1992) was used to collect data. The mixed variance analysis method was used to analyze the data.Results and discussion: In the groups of cognitive learning strategies training and metacognitive learning strategy training, the difference between the average scores of the pre-test stage and the post-test and follow-up stages is significant (p<0.01). The post-test and follow-up compared to the pre-test stage have increased significantly and the average scores of lack of motivation have decreased. The difference between the scores of the post-test phase and the scores of the follow-up phase is not significant (p<0.05), which indicates the stability of the treatment effects over time. In the control group, the difference between the scores of the pre-test stage and the post-test and follow-up stages, as well as the difference between the scores of the post-test stage and the follow-up scores, is not significant (p<0.05). In general, the results showed that the level of academic motivation of the students increased and also the post-test changes remained stable and constant during the follow-up period. In addition, this study revealed the difference between the two methods of cognitive learning strategies and metacognitive learning strategies, and the data showed that metacognitive learning strategies were more effective than cognitive learning strategies, but this difference is not significant.Conclusion: Finally, this research also shows agreement with the previous research and points to the importance of teaching cognitive and metacognitive learning strategies in educational environments. These results can help university managers and professors to provide appropriate educational programs to improve students' academic motivation and help improve the quality of their academic experience. Also, this research is in line with the background of past research, and finally, in all variables, the research results showed that education Metacognitive strategies show a greater increase in the trend of variables than cognitive strategies.

Drawing on investigations conducted on the relative adequacy of the various types of scaffolding strategies in SL/FL learning, this study investigated the relative efficacy of “formal practice” as a cognitive scaffolding strategy, “reflection and monitoring” as metacognitive scaffolding strategies, and “note-taking” as a cognitive non-scaffolding strategy for the EFL learners’ listening comprehension development. To this aim, a total of 90 EFL students from two different language institutes in Dorood (Lorestan province, central Iran) were chosen using convenience sampling procedure. The sample was conveniently assigned into three groups of 30 EFL learners and the relevant treatments were given to the groups for 15 sessions. The statistical analyses indicated that reflection and monitoring metacognitive scaffolding strategies significantly enhanced the listening comprehension development of EFL learners. As for the qualitative phase, the most frequent types of cognitive and metacognitive scaffolding strategies applied by the peers and teachers were explored through a semi-structured interview. The content analysis of the interview data indicated that the learners and teachers found reflection and monitoring scaffolding strategies as the most frequently used and effective procedures. An implication of the findings might be that in comparison to cognitive scaffolding and non-scaffolding strategies, metacognitive scaffolding strategies are empirically verified and attitudinally confirmed to be quite efficacious for the development of listening comprehension among EFL learners in an emotionally positive and constructive atmosphere.

The demands of the changing world impose on learners the need to become autonomous readers. This places a responsibility on the shoulders of the teachers to develop an approach to teaching reading which will help readers become independent strategic ones. The purpose of this study is to investigate the effect of teaching reading strategies on the development of reading comprehension of Iranian EFL learners. An experimental design was adopted to accomplish this investigation. To do so, two intact classes of 35 students were selected. Then to find out the homogeneity of the participants, Oxford Placement Test was administrated to both classes’ among whom 60 students who scored above 47 were selected as homogeneous and were assigned to two experimental and control groups. The students in the experimental group participated in 10 sessions and were taught two strategies of reading comprehension: activating background knowledge and contextual strategies. At the same time, the materials in the control group were taught through conventional methods of reading and translating the texts into Persian. In the 10th session, the post-test was administrated to both groups. The results of the t-test confirmed the positive effect of reading strategies instruction on the development of reading comprehension ability. These findings may furnish language teachers with the empirical evidence that capitalizing on the students' awareness of the strategies and helping them to use these strategies will significantly develop their reading abilities.

The purpose of this study is about comparison of the cognitive learning strategies, metacognitive and cognitive planning in between math disability children and normal children. The research Methods was a causal-comparative study. its statistical population was consisted of students aged 11 years old with specific learning disorder at Learning Disorders Center in Ardabil city in 2015. 25 students were selected by available sampling. Also the normal group was consisted of 25 students that according to age, ability, socio-economic status, grade and the absence of psychological disorders among the schools selected to compare with the groups, matched and were selected randomlyData were collected using questioners of cognitive and metacognitive Walters (2004), MazPrtyvs (planning cognitive) and the Raven's Progressive Matrice and were analyzed with MANOVA independent t tests. The findings showed that students with dyscalculia metacognitive and cognitive planning and normal students were significantly different and these components were significantly lower than their normal counterparts. So students with dyscalculia lower performance than normal students in cognitive learning strategies cognitive planning.

Background: Numerous factors can influence students' academic achievement. Two important and practical approaches in this area are metacognitive strategies and VARK learning styles, each uniquely designed to facilitate learning and deepen understanding. Previous studies have separately examined the effectiveness of each approach in enhancing students' learning and academic progress. However, a significant research gap exists regarding a direct comparison of the effectiveness of these two approaches in improving students' learning and academic achievement. Aims: This study aimed to compare the effectiveness of VARK cognitive learning styles training and metacognitive strategies on students' science achievement. Methods: The present study employed a quasi-experimental design with a pre-test, post-test, control group, and one-month follow-up. The statistical population included all first-grade male secondary school students in Tehran in the 2020-2021 academic year, totaling 2,400 students according to the latest official statistics from the Tehran Department of Education. Using convenience sampling, 69 students were selected and assigned to three groups (23 students per group). The first experimental group received metacognitive strategy training, the second experimental group received VARK learning styles training, and the control group received no intervention. Data were collected using a researcher-made science achievement test. The data were analyzed using repeated measures ANOVA in SPSS version 27. Results: The results indicated that VARK cognitive learning styles training positively impacted students' science achievement (P< 0.05). Additionally, metacognitive strategy training positively affected students' science achievement (P< 0.05). Furthermore, findings showed a significant difference in the impact of VARK cognitive learning styles and metacognitive strategies on science achievement (P< 0.05). Conclusion: The results of this study can assist educational policymakers and curriculum designers in selecting appropriate methods to enhance students' learning and academic achievement. Furthermore, the findings may serve as a valuable guide for teachers and educational counselors in identifying and implementing effective teaching methods that meet the diverse learning needs of students, thereby improving educational quality and supporting active and independent learning.

Background: Cognitive and metacognitive learning strategies are identified as important solutions for improving academic achievement. This study aimed to evaluate the effect of teaching cognitive and metacognitive learning strategies on academic achievement among nursing students.Methods: This Study was an experimental with pretest and posttest and follow-up design. The study population included all nursing students at Islamic Azad University of Pishva during 2013-14. Overall, 40 students were chosen by convenience sampling technique and randomly divided into two groups (20 subjects in each group) of experimental and control. Students in the experimental group received 10 sessions of 70 minutes long (twice a week) training for cognitive and metacognitive strategies, while the control group received no training. All students completed a teacher-made academic achievement test at the pretest, posttest, and follow-up phases. Data were analyzed using repeated measures ANOVA technique.Results: The mean value of the experimental group (16.67 ± 3.58) was higher than the control group (13.47± 2.37) at the posttest phase. The mean value of the experimental group (16.29 ± 3.74) was higher than the control group (12.93 ± 2.84) at the follow-up phase. In addition, there were significant differences between mean values at the posttest and follow up phases and mean value at the pretest phase. However, there was no significant difference between the mean values of the posttest phase and the follow-up phase.Conclusion: The results of this study indicate that teaching cognitive and metacognitive learning strategies improves academic achievement in students at posttest and follow-up phases. Thus, academic teachers may teach these useful strategies to the students to improve their academic achievement.