Metacognition in Language Learning and Teaching

Haukås, Åsta; Bjørke, Camilla; Dypedahl, Magne

doi:10.4324/9781351049146

Cited by 51 publications

(22 citation statements)

References 132 publications

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“…Beyond Black and Wiliam´s approach to FA, Panadero and colleagues define SA as "a wide variety of mechanisms and techniques through which students describe (i.e., assess) and possibly assign, merit or worth to (i.e., evaluate) the qualities of their own learning processes and products" (2016, p. 804). This notion overlaps with the SRL principle of goal setting, selfrecording, and self-evaluation (Zimmermann & Moylan, 2009), which again involves aspects of metacognitive awareness (Haukås, 2018). As Figure 3 shows, SA is just one configuration of an FA approach, but it demonstrates -together with the SRL perspective -the fundamental value of actively engaging students in their own learning processes.…”

Section: Agency Srl and Fa: Theoretical And Empirical Perspectivesmentioning

confidence: 89%

Oral skills and learner agency in the foreign language classroom

Ramberg

Bøhn²

2023

NJLTL

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Learner agency is frequently advocated as a basic principle of contemporary language education, involving learner engagement and autonomy. This principle is supported by research in the fields of Self-Regulated Learning (SRL) and formative assessment (FA). These two perspectives may be further linked to models of feedback in the sense that feedback is not only related to feedback on tasks, but also to learning strategies and self-regulation. Related to this, there is evidence that self-assessment (SA) and communication strategies (CSs) have potential for advancing student learning in the language learning classroom. In the national curricula of foreign languages in the Nordic countries, the concepts of learner agency and self-regulated learning are emphasized as important for developing students’ proficiency. However, in the research literature, little attention has been paid to the combined strategies of SRL and agency in relation to learners’ oral skills. In this article, we discuss factors influencing the usefulness and effectiveness of feedback and how SRL and FA, more specifically SA and CSs, may promote oral skills in the foreign language classroom. Finally, we stress the need for more empirical studies, involving teachers and researchers, examining SRL strategies and learner agency in a Nordic school context. Keywords: Learner agency; formative assessment; self-regulated learning; student involvement, communication strategies

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Section: Agency Srl and Fa: Theoretical And Empirical Perspectivesmentioning

confidence: 89%

Oral skills and learner agency in the foreign language classroom

Ramberg

Bøhn²

2023

NJLTL

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“…Metacognitive knowledge consists of three types of categories: person, task, and strategy. These categories have been discussed in the literature for L2 in general (e.g., Haukås, 2018; Zhang & Zhang, 2019) and for L2 listening (e.g., Goh, 2008; Vandergrift & Goh, 2012; Wallace, 2022). The person category concerns the knowledge or beliefs that learners have about themselves, including how they perceive themselves while engaging in tasks and how they identify listening difficulties and address them.…”

Section: Background Literaturementioning

confidence: 99%

“…In L2 listening studies, metacognitive awareness has been measured in various ways, including with diaries (Goh, 1997), eye tracking (Low & Aryadoust, 2021), interviews (e.g., Graham, 2006), and questionnaires (e.g., Haukås, 2018). One widely used questionnaire on which we focused is the MALQ developed by Vandergrift et al.…”

Section: Background Literaturementioning

confidence: 99%

Examining Second Language Listening and Metacognitive Awareness: A Meta‐Analytic Structural Equation Modeling Approach

et al. 2022

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Second language (L2) listening comprehension is a function of many variables. We focused on metacognitive awareness, which we measured using the Metacognitive Awareness Listening Questionnaire (MALQ; Vandergrift et al., 2006), and meta‐analyzed (a) the factor structure of the MALQ and (b) the relationship between metacognitive awareness and L2 listening comprehension. We used meta‐analytic structural equation modeling to synthesize 29 studies that provided Pearson's product‐moment correlation matrices from 4,574 learners. Results showed (a) that the MALQ measured metacognitive awareness as a single factor with five subcomponents (their interrelationship and relative contribution to metacognitive awareness varied) and (b) that metacognitive awareness explained listening comprehension (b* = .306). The results were moderated by publication type, the response format of listening comprehension tests, and participant type. The findings can help researchers to better conceptualize the construct of metacognitive awareness in relation to listening comprehension as well as to score metacognitive awareness.

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“…In the era of the fourth industrial revolution, helping ESL/EFL students to understand and memorize basic cognitive knowledge, particularly the English language, is insufficient because they must also become able to cope with a fast-growing amount of information (Haukas, 2018). They are required to become able to construct the basic concepts, principles, and applications of their own accord.…”

Section: Introductionmentioning

confidence: 99%

Exploring EFL Students’ Metacognitive Knowledge Based On Their Listening Abilities in Lubuklinggau

Fiani

Syafitri²

2022

LEEA

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Metacognition, as a 21st-century skill, is essential in language education. Students that have this competence are those who can manage or direct their own learning experience both within and without the classroom. Since the existing study found a positive linkage between the concept and success in language learning, particularly listening, it is critical to be conscious of metacognitive knowledge in listening comprehension. Thus, the current study aims to investigate the metacognitive knowledge of EFL undergraduate students in Lubuklinggau, South Sumatera, based on their listening abilities. This study divides metacognitive information into three categories: knowledge of self, learning techniques, and learning task needs.To elicit the research data, there were three types of data collection tools, namely questionnaire, test and semi-structured interview and this study used quantitative and qualitative methods based on a case study approach. The research findings indicated that students who have high listening abilities are better in metacognitive knowledge compared those who have middle and low listening abilities. Then, those students also were able to benefit effective learning strategies, particularly metacognitive strategies, in improving their listening abilities in and outside the classroom. Therefore, the students’ metacognitive knowledge has a potential role in helping them to become successful language learners. Keywords: Metacognitive knowledge; EFL listening abilities

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Metacognition in Language Learning and Teaching

Cited by 51 publications

References 132 publications

Oral skills and learner agency in the foreign language classroom

Oral skills and learner agency in the foreign language classroom

Examining Second Language Listening and Metacognitive Awareness: A Meta‐Analytic Structural Equation Modeling Approach

Exploring EFL Students’ Metacognitive Knowledge Based On Their Listening Abilities in Lubuklinggau

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