The activation of learners' metacognition to promote learning autonomy of good language learners (original) (raw)
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Education Research International
The present study was designed to develop an Indonesian language learning module based on metacognitive strategies to support student learning autonomy. The development of this module is based on Oxford’s (1990) strategy development model. Data were generated through quantitative and qualitative approaches. The analysis showcases that (1) module requirements were determined based on information of student needs, of whom 53% stated to agree and 31% strongly agree in case of the development of an Indonesian language learning module based on the metacognitive strategy; (2) the development of the module was conducted by integrating metacognitive strategy training and implementation in learning, evaluations, and revisions; (3) module accuracy was shown by the validation results from language experts (85%), design experts (93%), media experts (86%), and practitioners (77%), which is stated as valid; and (4) the module effectiveness was based on the results of SPSS 20 analysis: if t-value ...
Book chapter, 2020
This research reports on the assessment of the improvement in the language learner autonomy (LLA) of a group of Saudi medicine students at tertiary level following an intervention that aims to examine and enhance their LLA in a blended course. Thus, this study proposes a research model for the assessment of LLA in the 21st century and establishes a scale for its measurement. Because LLA is a combination of observable and non-observable behaviors, quantitative and qualitative methods were triangulated in a mixed method research to look at it through the learner voice and metacognition (process perspective) and through the learner gained test scores (product perspective). To overcome the problem that LLA is an unsteady state, the assessment model integrates summative and formative assessment methods. Findings show that the assessment of LLA helps to better understand the process of LLA enhancement and the potential factors that might influence learners' LLA.
Metacognitive ability and autonomous learning strategy in improving learning outcomes
Journal of Education and Learning (EduLearn)
The purpose of this study is to analyze the relationship between metacognitive ability and learning autonomy as a strategy for improving student learning outcomes. Metacognition has a major contribution to the success of learners because it is mainly concerned with the process of thinking. For this reason, the classroom environment must be designed to allow learners the opportunity to autonomously determine their learning strategies. Autonomous learning itself has a close relationship with the ability of learners to express, be more creative, have self-esteem, and understand conceptual learning that is more challenging. The method used in this research is the descriptive correlational method, with a sample of 30 students from the Department of Language and Arts. The research sample was students from the first semester of 2018/2019, who were chosen randomly. Data were collected through questionnaires and tests. The results showed that there was a significant correlation between metac...
EXPLORING LEARNER AUTONOMY IN ONLINE LANGUAGE LEARNING
Journal GEEJ, 2020
Abstact Coronavirus outbreak brings so much challenges to our education system which mostly moved and done by online learning. It gives various impacts to the students, teachers, and institutions. Thus, the students are demanded to be independent learners by having learner's autonomy. This study investigated the students' readiness and perception towards being autonomous learner in language online learning. This case study investigated 25 semester students who joined online language learning WhatApps group. The data gained by giving online questionnaire and having online interview with some students who are chosen randomly and students self-report. The data showed that the students are not having enough learner autonomy in language online learning. It means that the students are not ready to be autonomous learner in online language learning. The result of the study indicated that the students prefer to have face to face class and get direct guidance from the teacher, as a college class 66.9% of the same students prefer to study in class or face to face meeting, while only 18.5 % do not mind having online class even fewer, 14.6%, enjoy both options. It revealed that teachers need some strategies to promote and foster students' learner autonomy to achieve learning objectives in online language learning.
2011
In the last two decades, the emergence of sociocultural perspectives on language learning has challenged the domination of cognitive theories in language learning research (Block, 2003; Sealey & Carter, 2004; Zuengler & Miller, 2006). Researchers endorsing sociocultural perspectives contend that language learning is also a social act related to learners' identity formation in addition to the cognitive process taking place in the learner's mind (Donato & McCormick, 1994; Norton & Toohey, 2001; Zuengler & Miller, 2006).
Does Learner Autonomy Affect the Language Learning Process
2016
The aim of this research is to determine if there is an impact of autonomy level of the learner on his/her language learning process. To determine this, a questionnaire was administered to 20 students studying in ELT Department of Uludag University in Turkey. The students’ ages were between 18 and 22. They were taking professional lessons about their branch such as Approaches in ELT, ELT Methodology, Classroom Management, etc. so they were aware of the term, namely learner autonomy. With the questionnaire, it was firstly aimed to see how much they were autonomous; the following parts of the instrument were about their skills in English. According to the results of the research, there was an effect of autonomy on their performance because we observed that the students who said they were more autonomous; got higher points in the following part. Finally; we reached a conclusion: While teaching, the teachers should try to grow autonomous learners. By that way it gets easier to teach som...
Vision: Journal for Language and Foreign Language Learning
Autonomy or the capacity to take charge of one's learning is seen not only as a favorite topic but also as a crucial necessity in language learning.In Indonesia, the principle of autonomous learning was implemented in the 2013 curriculum. This research aimed to capture the practice of learner autonomy and its role in the learning process through a strategy which is used in practicing autonomy. Metacognitive strategy, which has a planning process, monitoring process, problem-solving process, and evaluating process is necessary for learners' autonomy. The qualitative research method was used in conducting this research. Three data collection methods were used in capturing the data in all metacognitive's process. Each method has its dimension in collecting the data. A participatory observation was used to collect data from activeness dimension. A student questionnaire was used to find out awareness dimension while an interview was used for responsibility and ability dimensi...
A Portrait of Learner’s Autonomy Through Metacognitive Strategy on Reading Comprehension
Vision: Journal of Language and Foreign Language Learning, 2018
Autonomy or the capacity to take charge of one's learning is seen not only as a favorite topic but also as a crucial necessity in language learning.In Indonesia, the principle of autonomous learning was implemented in the 2013 curriculum. This research aimed to capture the practice of learner autonomy and its role in the learning process through a strategy which is used in practicing autonomy. Metacognitive strategy, which has a planning process, monitoring process, problem-solving process, and evaluating process is necessary for learners' autonomy. The qualitative research method was used in conducting this research. Three data collection methods were used in capturing the data in all metacognitive's process. Each method has its dimension in collecting the data. A participatory observation was used to collect data from activeness dimension. A student questionnaire was used to find out awareness dimension while an interview was used for responsibility and ability dimensions. The data from these data collection methods were triangulated. This research has the flexibility to be conducted in any institution where the 2013 curriculum is implemented. SMP N 32 Semarang was chosen for this reason. Based on the research, the learners are autonomous, they are active, aware, responsible, and able to take control of their learning in all metacognitive strategy processes (planning, monitoring, problem-solving and evaluating), yet they are not completely free from teacher’s guidance, they need it in making a plan, monitoring, solving problem, and evaluating their learning.
Indonesian Tesol Journal, 2022
This mixed methods study examines the way online resources can be effective in developing the learning autonomy metacognitive skills of planning, monitoring, and self-evaluation among undergraduate students at the Facultyof Letters and Humanities Fes-Agdal, which is representative of the socio-cultural and higher education system of Morocco. The sample consisted of an experimental group and a control group. The experimental group consisted of 120 students who were exposed to three main online tools (Newsela.com, mrnussbaum.com, and rewordify.com), with virtual meetings and instruction provided through Facebook. The Facebook groups were kept secret, with only participants joining. The control group consisted of 120 students that benefited only from the university's regular reading courses. The experimental intervention period was followed by interviews with a sample of 25 students from both groups, providing a qualitative perspective. The overall results suggest that online resources have a positive effect on the development of metacognitive skills. Students tend to appreciate the inclusion of online resources in the classroom without devaluing the role of their EFL teacherthe students did not expect online resources to fully replace the role of their teachers.