An Investigation of the Use of Cognitive and Metacognitive Strategies in Foreign Language Learning

Idris, Norhayati; Isa, Haslinda Md; Zakaria, Nik Nur Nadhirah; Taib, Nor Azhar Mohd; Ismail, Saidah; Rahmat, Noor Hanim

doi:10.6007/ijarbss/v12-i2/12152

Cited by 11 publications

(14 citation statements)

References 5 publications

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“…Most learners agreed that when they are confused about something they are reading for the online Mandarin class, they will figure it out after the lesson. The findings of this study were in line with a previous study (Idris et al, 2022) in which learners use both cognitive and metacognitive strategies when learning a foreign language and where there is a harmonious balance between both strategies. Another study (Isa et al, 2022) also showed that both cognitive and metacognitive strategies were used by learners in learning foreign language but female learners reported using cognitive and metacognitive strategies more often than males.…”

Section: Summary Of Findings and Discussionsupporting

confidence: 91%

Exploring Strategies in Language Learning: The Case for Mandarin As A Foreign Language

Min¹,

Min²,

Qi³

et al. 2022

IJARBSS

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The recent COVID-19 pandemic has compelled the educational sector to revise its strategies and use technology as the educational system's saviour. The pandemic has stopped all faceto-face teaching and learning activities in educational institutions, forcing the adoption of online learning. The objective of this study is to identify the learning strategies used by learners when they learn Mandarin as a foreign language. This quantitative research is done to investigate how learners use cognitive and meta cognitive strategies when they learn Mandarin. The instrument used is a survey adapted from Wenden & Rubin (1987). A total of 366 respondents were chosen to respond to the survey. The respondents are students who are learning the Mandarin Language in Universiti Teknologi MARA (UiTM). The survey has 4 main sections which consist of demographic profile, cognitive components, metacognitive self-regulation and resource management. The findings of this study showed that the cognitive strategies most often used are rehearsal, elaboration, followed by organizational and critical thinking. The metacognitive self-regulation strategies were also applied by students to learn Mandarin online. Most students agreed that when they are confused about something they are reading for their classes, they will try to figure it out on their own when their classes have ended. The students also practiced resource management strategies in the process of learning Mandarin. They preferred environment strategies the most, followed by help seeking strategies and effort management strategies. The findings of this study can help educators to identify effective learning strategies to enhance students' Mandarin language proficiency.

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Section: Summary Of Findings and Discussionsupporting

confidence: 91%

Exploring Strategies in Language Learning: The Case for Mandarin As A Foreign Language

Min¹,

Min²,

Qi³

et al. 2022

IJARBSS

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show abstract

“…The instrument can be applied for the detection if the language teachers discern the role of classroom interaction in students learning. This aspect should be viewed as the positive signal for language teaching development (Idris et al, 2022). Many decades ago, literature documented the theoretical, pedagogical, and empirical evidence of the role of teacher-student interaction in facilitating second language learners learning (Long, 1996cited in Nguyen, 2020Swain, 1995).…”

Section: Discussionmentioning

confidence: 99%

Validity and Reliability of Cognitive Constructivism-Oriented Teaching Conception Questionnaire

Ngan

Hercz

2023

Asia-Pacific Edu Res

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Background As there is a paucity of instrument investigating a hybrid teaching conception, the current study is seen as part of attempt to fill this gap. Methodology The subjects in the study were 310 University participants–instructors in Socialist Republic of Viet Nam (Vietnam). The survey was implemented with the use of Cognitive Constructivism-oriented Teaching Conception Questionnaire (CCOTCQ), including two scales, namely, teachers’ beliefs and teachers’ intentions of actual practice. Each is inclusive of three factors: Teaching, Teacher, and Students. Results Exploratory factor analysis was applied to the data and identified three dimensions. The confirmatory factor analysis model was good for both scale of teachers’ beliefs and that of their intention of actual practice. The Pearson correlation analysis found a significant relationship in the results for the scale of teachers’ beliefs and that of their intentions of actual practice.

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“…Indeed, many researchers have revealed the role of metacognitive awareness in reading comprehension. (Barnett, 1989;Carrell & Floyd, 1987;Chamot, 2005;Gou, 2008;Idris et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Furthermore, the relationship between metacognition and reading comprehension seems to engage firmly, in other phrases, the reading comprehension stage may rely on the notion of character metacognition. Although a few preceding research on metacognition claimed that there's a relationship between individuals' metacognition and his/her studying comprehension performance (e.g., Ahmed, 2020;Idris et al, 2022;Maftoon & Fakhri Alamdari, 2016;Taherkhani et al, 2022). Some research revealed that there is no relationship between them, along with the research performed with the support of (Alsamadani, 2014;Mehrdad et al, 2012;Meniado, 2016;Estacio, 2013).…”

Section: Introductionmentioning

confidence: 99%

The relationship between metacognition and multiple intelligence of Iranian elementary and intermediate EFL learners and their reading comprehension

Sharifzadeh

Sadighi

2023

CERJ

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This study aimed to investigate the relationship between metacognitive, multiple intelligence, and reading comprehension of elementary and intermediate EFL learners. To this end, the researchers recruited 60 elementary students of Hasanzadeh high school in grade 10th and 60 intermediate English learners from Bilan-Taymaz English institute in Kazeroun using the Oxford Placement Test. Afterward, the researchers administered the researcher-made reading comprehension test. Furthermore, the Multiple Intelligence Questionnaire and Metacognitions Questionnaire tests were conducted. Participants were asked to complete these questionnaires and to take the reading comprehension test through separate sessions on the Rubika app. The results revealed a significant relationship between the metacognition and reading comprehension of both elementary and intermediate EFL learners. Furthermore, there was a significant relationship between the multiple intelligences of Iranian elementary and intermediate EFL learners and their reading comprehension. According to the next results obtained through SPSS, the researchers found that there is a significant difference between the metacognition of the elementary and intermediate participants. The same result was obtained for multiple intelligence. Keywords: Iranian elementary EFL Learners, Iranian intermediate EFL learners metacognition, Multiple intelligence, Reading comprehension;

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An Investigation of the Use of Cognitive and Metacognitive Strategies in Foreign Language Learning

Cited by 11 publications

References 5 publications

Exploring Strategies in Language Learning: The Case for Mandarin As A Foreign Language

Exploring Strategies in Language Learning: The Case for Mandarin As A Foreign Language

Validity and Reliability of Cognitive Constructivism-Oriented Teaching Conception Questionnaire

The relationship between metacognition and multiple intelligence of Iranian elementary and intermediate EFL learners and their reading comprehension

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