Metacognitive Awareness and Attitudes toward Foreign Language Learning in the EFL Context of Turkey

Feiz, Jafar Pour

doi:10.1016/j.sbspro.2016.10.063

Cited by 10 publications

(10 citation statements)

References 45 publications

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“…On the other hand, they failed to ask questions about what to study before studying online English course since they rated themselves at poor level. In order to make students successful in metacognitive skills, it was recommended that necessary steps should be taken (Feiz, 2016) and teacher training programmes should include metacognitive training to comprehend their students and make the students autonomous (Oz, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, the female participants had higher levels of self-regulation and metacognitive skills than males, however; no significant difference was found in the participants' faculties, age, type of graduation and education and these skills. Feiz (2016) examined the influence of metacognitive awareness on prospective English teachers' attitudes towards English learning. The research displayed that there was a significant difference between the learners' attitudes toward learning a foreign language and their perceived metacognitive awareness.…”

Section: Literature Reviewmentioning

confidence: 99%

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Exploring Self Regulated Online Learning Skills of Efl Learners in Distance Education

Kuluşaklı¹

2022

Turkish Online Journal of Distance Education

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The aim of the current study is to investigate self-regulated learning skills of EFL learners in online English course in distance education. It also aims to explore the relationship between the learners' self-regulated learning skills, their age and gender. With this aim, the Self-Regulated Online Learning Questionnaire (SOL-Q) was conducted in order to assess learners' self regulated online learning skills in terms of five sub dimensions including metacognitive skills, time management, environmental structuring, persistence and help seeking. 120 students studying in various departments of a state university participated in the study. Results revealed that the students could manage their environmental structuring skills at 'good' level. However, they rated themselves moderately successful in metacognitive skills, persistence, help seeking and time management dimensions. Furthermore, the study indicated that there was not a statistically significant difference between female and male EFL learners and no statistically significant difference was found between the learners' age and their self-regulated skills. The study suggested that distance education students need to improve their self-regulated online learning skills in order to be more autonomous learners in learning a foreign language.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Exploring Self Regulated Online Learning Skills of Efl Learners in Distance Education

Kuluşaklı¹

2022

Turkish Online Journal of Distance Education

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“…The mean values of each sub-scales are calculated to determine the level of students' metacognitive awareness. After that, the average value obtained, grouped according to the criteria adapted from Feiz (2016) as in Table 1 below.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Undergraduate Students’ Metacognitive Awareness Based on Class Level

Kartika

Firmansyah

2019

pijtel

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Metacognitive awareness is essential not only for school level learners, but also for higher level students. They are still experiencing the process of learning and the assumptions about what they learn still exist in their minds. Therefore it can lead to metacognitive awareness with different levels. However, metacognitive awareness based on class level is still yet to be explored. In this study, the level of undergraduate students' metacognitive awareness according to class level was identified. The participants were 31 college mathematics education students per group from first, second, and third-years at a state university in Indonesia. The data were collected through the Metacognitive Awareness Inventory. The data were analyzed as numbers, mean scores and percentages on every participants. The findings showed that class level had no effect on level of students' metacognitive awareness. It also indicated that although there are no students who have very low metacognitive awareness, but the higher the class level, the lower their average of

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“…One of such essential factors is the cognitive awareness of contrastive linguistics (sometimes referred to as differential linguistics) between the first language of the learner and the target language (L2) (Hamawand, 2020). The role which cognitive awareness plays in the process of language learning has recently gained momentum with the increasing popularity of cognitive approaches in the field of SLA (Feiz, 2016). For an L2 learner, it is imperative that any form of the L2 language should be first noticed in the input phase, and then, registered consciously in order for that L2 linguistic form to be acquired (Robinson, 1995;Schmidt, 1990).…”

Section: Introductionmentioning

confidence: 99%

Cognitive Awareness of the EFL Learner of Contrastive Linguistics Between English and Arabic: A Case Study

Hashmi

Rajab

Shah

2021

tpls

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Corpus-based contrastive linguistics has rarely been thoroughly explored with regards to cognitive awareness of the English as a Foreign Language (EFL), Arabic first language (L1) speaking learners. The current study, based on an intervention, quasi-experimental quantitative research design, aims at presenting a pedagogical implementation of learners’ awareness driven instructions on contrastive linguistics between English and Arabic languages interchangeably. A purposefully selected sample of 69 beginner level (A1 CEFR) Saudi EFL learners were placed into an experimental group (n = 35) and a control group (n = 34). Learners in the experimental group were exposed to four grammatical contrastive linguistics criteria (between English and Arabic) over a 14-weeks semester duration, and the control group underwent a normal taught course with no intervention over the same teaching duration. Both groups were assessed via purposefully designed, 20-items grammar test before and after the 14-weeks duration. The gathered data was analysed with one sample and independent samples t-tests. The analysis revealed the outperformance of the experimental group compared to the control group in all four grammatical contrastive linguistics criteria. The study concludes with pedagogical implications on the principle of utilising contrastive linguistics as a pedagogical tool in an EFL context.

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Metacognitive Awareness and Attitudes toward Foreign Language Learning in the EFL Context of Turkey

Cited by 10 publications

References 45 publications

Exploring Self Regulated Online Learning Skills of Efl Learners in Distance Education

Exploring Self Regulated Online Learning Skills of Efl Learners in Distance Education

Analysis of Undergraduate Students’ Metacognitive Awareness Based on Class Level

Cognitive Awareness of the EFL Learner of Contrastive Linguistics Between English and Arabic: A Case Study

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