Meta-Cognitive Thinking Skills of Arabic Teachers and their Basic Stage Students in Jordan: Evaluation Study

Abstract

This study aims to recognize the meta-cognitive thinking skills of Arabic teachers and their basic stage students in Jordan. An observation form list which proved credible and consistent was used to identify these skills which consisted of three main domains distributed onto sub-skills for each domain. Thirty-six tenth grade classes of 6 Arabic teachers at 6 schools in the Irbid city, Jordan, were observed. The meta-cognitive skills used by the teachers and their students were registered. Findings show that the skills highly centered on domains of planning, monitoring, and controlling. Evaluation domain, findings reflect considerable drop though. Therefore, the study presents several suggestions and recommendations.

Key words: skills, meta-cognitive thinking, basic stage.