Metacognitive Strategies in Learning English as a Foreign Language

IF 1.2 Q2 MEDICINE, GENERAL & INTERNAL
Lorena Parra-Gavilánez
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In language learning, the cognitive theory which observes processes of how learners acquire, interpret, remember and utilize information becomes significant due to its direct connection with learners’ comprehensive approach, meanwhile, metacognitive strategies become relevant because they regulate and direct the language learning process referring this to an individual’s awareness of thinking about the way to acquire the target language (Bidabadi, 2013). The study addressed the following research question: What are the students’ perceptions in relation to the use of metacognitive strategies to learn English as a Foreign Language? Objetivos The purpose of this study is to investigate the student’s perceptions in relation to the use of metacognitive strategies to learn English as a Foreign Language. Método This qualitative study used phenomenological methodology as the purpose of this research was to explore the students’ experience in relation to the use of metacognitive strategies in the field of English as a Foreign Language. Qualitative research focuses on the understanding of human behavior, believes, motivations and values which are extremely complex due to the interest of uncovering meaning of phenomenon and understanding people’s interpretations of their experiences (Lapan, 2012). The subjective experience of individuals and how they interpret their reality stresses the importance in qualitative studies (Cohen, 2018). In applied linguistics, qualitative research has gained recognition for providing significant insights in different aspects of language acquisition and its direct connection with social and cultural influences in language learning (Dörnyei and Griffee, 2010). This study adopted the interpretative paradigm for the intentions of understanding and interpreting the reality in terms of actions (Cohen, 2018). Principales resultados There were four main metacognitive strategies identified in the twelve extracts: arranging and planning learning, developing comprehension, seeking out practice opportunity and building background. The subtheme arranging and planning the learning was determined by activities done by learners like looking for what is in the next lesson, summarizing or making notes, looking for effective arrangements, and practicing for coming presentations. The next subtheme developing comprehension was identified when participants underlined key words and sentences in text and then looked for word meaning for better comprehension. For the following subtheme seeking out practice opportunity, the learners expressed their interest for preparing themselves for future tests or personal improvement. The last subtheme, building background was used when learners thought about previous teachers’ methodologies and compared them to analyse their learning process. Opinions given by learners determined their perceptions which were positive when using the metacognitive strategies. They said that they could remember and identified information easily by relating it with the context which helped them to understand and comprehend better both written and spoken texts leading them to have better preparation and results. Conclusiones This study conducted a qualitative study about learners’ experiences in relation to the use of metacognitive strategies in EFL classes. Learners who used language learning strategies in the study of English as a Foreign Language identified activities applied in the clases which matched with the metacognitive strategies. Thematic analysis identifies patterns or themes deriving from qualitative data in order to interpret and explain what is beyond of what has been said (Braun and Clarke, 2006). The taxonomy proposes by Oxford (1990) was used to analyse the metacognitive strategies. 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引用次数: 0

Abstract

Introducción Several studies related to LLSs have been conducted with the purpose of answering the question of how successful language learners achieve the learning goals. According to Judge (2012), the first research reports began in 1970 with studies done by Rubin and Stern in 1975. These studies reported that the main concern of these researchers was to know what good students did different from those students who did not reach successful results in the learning process, concentrating their studies in directed classrooms focused from teacher-centred approaches to student-centred ones (Rubin, 1987; Zhao, 2009 as cited in Gursoy, 2010). In language learning, the cognitive theory which observes processes of how learners acquire, interpret, remember and utilize information becomes significant due to its direct connection with learners’ comprehensive approach, meanwhile, metacognitive strategies become relevant because they regulate and direct the language learning process referring this to an individual’s awareness of thinking about the way to acquire the target language (Bidabadi, 2013). The study addressed the following research question: What are the students’ perceptions in relation to the use of metacognitive strategies to learn English as a Foreign Language? Objetivos The purpose of this study is to investigate the student’s perceptions in relation to the use of metacognitive strategies to learn English as a Foreign Language. Método This qualitative study used phenomenological methodology as the purpose of this research was to explore the students’ experience in relation to the use of metacognitive strategies in the field of English as a Foreign Language. Qualitative research focuses on the understanding of human behavior, believes, motivations and values which are extremely complex due to the interest of uncovering meaning of phenomenon and understanding people’s interpretations of their experiences (Lapan, 2012). The subjective experience of individuals and how they interpret their reality stresses the importance in qualitative studies (Cohen, 2018). In applied linguistics, qualitative research has gained recognition for providing significant insights in different aspects of language acquisition and its direct connection with social and cultural influences in language learning (Dörnyei and Griffee, 2010). This study adopted the interpretative paradigm for the intentions of understanding and interpreting the reality in terms of actions (Cohen, 2018). Principales resultados There were four main metacognitive strategies identified in the twelve extracts: arranging and planning learning, developing comprehension, seeking out practice opportunity and building background. The subtheme arranging and planning the learning was determined by activities done by learners like looking for what is in the next lesson, summarizing or making notes, looking for effective arrangements, and practicing for coming presentations. The next subtheme developing comprehension was identified when participants underlined key words and sentences in text and then looked for word meaning for better comprehension. For the following subtheme seeking out practice opportunity, the learners expressed their interest for preparing themselves for future tests or personal improvement. The last subtheme, building background was used when learners thought about previous teachers’ methodologies and compared them to analyse their learning process. Opinions given by learners determined their perceptions which were positive when using the metacognitive strategies. They said that they could remember and identified information easily by relating it with the context which helped them to understand and comprehend better both written and spoken texts leading them to have better preparation and results. Conclusiones This study conducted a qualitative study about learners’ experiences in relation to the use of metacognitive strategies in EFL classes. Learners who used language learning strategies in the study of English as a Foreign Language identified activities applied in the clases which matched with the metacognitive strategies. Thematic analysis identifies patterns or themes deriving from qualitative data in order to interpret and explain what is beyond of what has been said (Braun and Clarke, 2006). The taxonomy proposes by Oxford (1990) was used to analyse the metacognitive strategies. Students recognized the benefits of metacognitive strategies and how their use helped them with their progress, however, in one of the quotes it is expressed by one of the participants how frustrated may be find difficulties and not to have control over them what makes teachers think on their emotional impact.
英语作为外语学习中的元认知策略
Introducción为了回答成功的语言学习者如何实现学习目标的问题,已经进行了几项与外语学习相关的研究。根据Judge(2012)的说法,第一份研究报告始于1970年,由Rubin和Stern于1975年完成。这些研究报告说,这些研究人员主要关注的是了解好学生与那些在学习过程中没有取得成功的学生的不同之处,将他们的研究集中在定向课堂上,从以教师为中心的方法转向以学生为中心的方法(Rubin, 1987;Zhao, 2009(引用于Gursoy, 2010)。在语言学习中,观察学习者如何获取、解释、记忆和利用信息过程的认知理论因其与学习者的综合方法直接相关而变得重要,同时,元认知策略因其调节和指导语言学习过程而变得相关,即个体对目标语言习得方式的思考意识(Bidabadi, 2013)。本研究解决了以下研究问题:学生对使用元认知策略学习英语的看法是什么?目的本研究的目的是调查学生在使用元认知策略学习英语方面的认知。本定性研究采用现象学方法,目的是探讨学生在对外英语学习中使用元认知策略的经验。定性研究侧重于对人类行为、信仰、动机和价值观的理解,由于对揭示现象的意义和理解人们对其经历的解释的兴趣,这些行为、信仰、动机和价值观极其复杂(Lapan, 2012)。个人的主观经验以及他们如何解释自己的现实强调了定性研究的重要性(Cohen, 2018)。在应用语言学中,定性研究因对语言习得的不同方面及其与语言学习中的社会和文化影响的直接联系提供了重要见解而获得认可(Dörnyei和Griffee, 2010)。本研究采用了解释范式来理解和解释行动方面的现实意图(Cohen, 2018)。结果在十二个摘要中发现了四种主要的元认知策略:安排和计划学习、发展理解、寻找实践机会和建立背景。副主题的安排和计划是通过学习者的活动来确定的,比如寻找下一课的内容,总结或做笔记,寻找有效的安排,为即将到来的演讲做练习。当参与者在文本中的关键词和句子下划线,然后寻找单词的意思以更好地理解时,就可以确定下一个发展理解的副主题。对于“寻找实践机会”这一主题,学员们表达了为将来的考试做准备或个人提升的兴趣。最后一个副主题,背景建设,是用来让学习者思考以前老师的方法,并比较他们来分析他们的学习过程。学习者给出的意见决定了他们在使用元认知策略时的积极感知。他们说,通过将信息与上下文联系起来,他们可以很容易地记住和识别信息,这有助于他们更好地理解和理解书面和口头文本,从而使他们有更好的准备和结果。结论本研究对学习者在英语课堂上使用元认知策略的体验进行了定性研究。使用元认知策略进行英语学习的学习者识别了与元认知策略相匹配的课堂活动。主题分析从定性数据中识别出模式或主题,以便解释和解释所说之外的内容(Braun和Clarke, 2006)。采用Oxford(1990)提出的分类法对元认知策略进行分析。学生们认识到元认知策略的好处,以及它们的使用如何帮助他们取得进步,然而,在其中一个引用中,一位参与者表达了发现困难和无法控制他们的挫败感,这让老师认为他们的情感影响。
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来源期刊
Medwave
Medwave MEDICINE, GENERAL & INTERNAL-
CiteScore
2.60
自引率
8.30%
发文量
50
审稿时长
12 weeks
期刊介绍: Medwave is a peer-reviewed, biomedical and public health journal. Since its foundation in 2001 (Volume 1) it has always been an online only, open access publication that does not charge subscription or reader fees. Since January 2011 (Volume 11, Number 1), all articles are peer-reviewed. Without losing sight of the importance of evidence-based approach and methodological soundness, the journal accepts for publication articles that focus on providing updates for clinical practice, review and analysis articles on topics such as ethics, public health and health policy; clinical, social and economic health determinants; clinical and health research findings from all of the major disciplines of medicine, medical science and public health. The journal does not publish basic science manuscripts or experiments conducted on animals. Until March 2013, Medwave was publishing 11-12 numbers a year. Each issue would be posted on the homepage on day 1 of each month, except for Chile’s summer holiday when the issue would cover two months. Starting from April 2013, Medwave adopted the continuous mode of publication, which means that the copyedited accepted articles are posted on the journal’s homepage as they are ready. They are then collated in the respective issue and included in the Past Issues section.
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