The role of metacognition in the learning of English as a foreign language

Wongdaeng, Meechai

doi:10.4324/9781003201366-10

Cited by 6 publications

(3 citation statements)

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“…This conclusion is consistent with the results of the prior study; however, the scope of those investigations was limited (Alazemi et al, 2023a(Alazemi et al, , 2023bRitonga et al, 2023). This research brought to light the important role that grit plays in the modulation of feelings and in maintaining motivation (Heydarnejad et al, 2022a;Khajavy & Aghaee, 2022;Namaziandost et al, 2023b;Wongdaeng, 2022). In the case of English as a foreign language (EFL), the result of Fathi et al (2021) was also another piece of evidence showing the critical function that L2 grit plays in enhancing learners' motivation and improving their readiness to communicate in the target language.…”

Section: Resultssupporting

confidence: 90%

I like language assessment: EFL learners’ voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction

Wicaksono,

Ismail,

Sultanova

et al. 2023

Lang Test Asia

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Self-awareness and self-evaluation are at the heart of both core of self-assessment, self-efficacy, and grit tendencies. Although there is a lot written about self-assessment, self-efficacy, and grit tendencies, academic resilience, and motivation, very little is known about how self-assessment, self-efficacy, and grit tendencies contribute to the academic resilience and academic demotivation of the learners, especially in online English as a foreign language (EFL) assessment. Therefore, the purpose of this study was to investigate a structural model of core of self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation among EFL students. Consequently, 385 EFL students took surveys measuring their language-learning endeavors using the Core of Self-assessment Questionnaire (CSAQ), the Self-Efficacy Scale (S-ES), the language-domain-specific grit scale (L2-Grit S), the Academic Resilience Scale (ARS), and the Academic Demotivation Scale (ADS). Structural equation modeling (SEM) findings revealed that highly resilient and motivated EFL students had high core of self-assessment. Additionally, grit tendencies and self-efficacy displayed effectiveness in elevating academic resilience and motivation in online assessment. The results of this study may have worthwhile pedagogical implications for incorporating technologically enhanced learning and assessment into the classroom.

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Section: Resultssupporting

confidence: 90%

I like language assessment: EFL learners’ voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction

Wicaksono,

Ismail,

Sultanova

et al. 2023

Lang Test Asia

View full text Add to dashboard Cite

show abstract

“…In other words, high levels of self-assessment immunize learners against different challenges that they may experience in their educational lives (Kammeyer-Mueller et al, 2009 ). As the findings of the previous studies present, positive CSA in learners help them manage their emotions and have better social relationships with other people, especially their teachers and peers (Abdollahi et al, 2022 ; Sifatu et al, 2020 ; Wongdaeng, 2022 ).…”

Section: Introductionmentioning

confidence: 86%

Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety

et al. 2022

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Learners’ personality traits and self-assessment have an essential role in their academic achievement and the well-being of society. Although L2 grit and the core of self-assessment (CSA) have attracted considerable attention in educational research, few studies have focused on the impact of L2 grit on boosting CSA and managing foreign language anxiety (FLA). Drawing upon this existing research gap, the present study set forth to test a structural model of English as a Foreign Language (EFL) university learners’ L2 grit, CSA, and FLA. The language-domain-specific grit scale (LDSGS), the core of self-assessments questionnaire (CSAQ), and the Foreign Language Classroom Anxiety Scale (FLCAS) were administered to 418 Iranian EFL university learners. The findings of structural equation modeling (SEM) reflected the contributions of L2 grit and CSA to overcoming language learners’ experienced anxiety. Furthermore, the significant influence of EFL learners’ CSA on FLA was concluded. The implications of the findings are to raise learners’ awareness of their personality traits and self-assessment that can foster effective language instruction and assessment.

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“…High levels of self-assessment, in other words, protect students against a variety of academic difficulties (Kammeyer-Mueller et al, 2009). Previous research has shown that students with high levels of CSA are better able to regulate their emotions and have healthy relationships with adults, including their instructors and classmates (Wongdaeng, 2022).…”

Section: Introductionmentioning

confidence: 99%

How to decrease Test Anxiety: a focus on Academic Emotion Regulation, L2 grit, resilience, and self-assessment

Alazemi,

Jember,

Al-Rashidi

2023

Lang Test Asia

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Effective education and evaluation may be achieved when the mental and emotional health of the students being evaluated are taken into consideration. As a consequence of this, the purpose of this research was to try to highlight the dynamic that exists between Test Anxiety (TA), Academic Emotion Regulation (AER), L2 grit (L2G), academic resilience (AR), and core of self-assessment (CAS). In order to accomplish this goal, 417 English as a foreign language (EFL) students from Kuwait were provided with copies of the Test Anxiety Scale, the Academic Emotion Regulation Questionnaire, the Language-domain-specific Grit Scale, the Academic Resilience Scale, and the Core of Self‑Assessment Questionnaire. The screening of the data using confirmatory factor analysis (CFA) and structural equation modeling (SEM) explicitly determined the impacts AER, L2G, AR, and CAS had on TA. It means that students who has developed a healthy state of AER, L2G, AR, and CSA could modulate their Test Anxiety skillfully. The implications of the study, which might lead to enhancements in language instruction and evaluation, are discussed in detail.

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The role of metacognition in the learning of English as a foreign language

Cited by 6 publications

References 0 publications

I like language assessment: EFL learners’ voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction

I like language assessment: EFL learners’ voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction

Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety

How to decrease Test Anxiety: a focus on Academic Emotion Regulation, L2 grit, resilience, and self-assessment

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