Raising metacognitive thinking for the learning of English as a second language (IR)
This study investigates the use of metacognitive thinking by eight high ability students preparing for their Cambridge A-level and English language qualifications in a Malaysian pre-university college and its impact on their ESL learning. A further aspect of this study was to investigate how these M...
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| Format: | thesis |
| Language: | eng |
| Published: |
2015
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=1627 |
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| Summary: | This study investigates the use of metacognitive thinking by eight high ability students preparing for their Cambridge A-level and English language qualifications in a Malaysian pre-university college and its impact on their ESL learning. A further aspect of this study was to investigate how these Malaysian students respond to new perspectives on learning English. The research relies mainly on qualitative data produced by a cycle of reflection and self-regulation. The Effective Lifelong Learning Inventory (ELLI) was used to identify the students relative strengths in seven dimensions of learning. Individual reflection and written self-reports, interviews with the teacher-researcher, video-recorded and audio-recorded interactions between the participants and their classmates, and selected ESL learning activities were also used for data collection. The findings indicate that awareness of learning dimensions promoted metacognitive thinking and crystallised self-knowledge about learning strategies, what works and does not work, along with new possibilities to become independent learners. The students were able to value self-evaluation and self-regulation, and perceive the role of affective and socio-cultural factors in ESL learning, even though they were already conventionally successful learners. Reflection and self-knowledge seem to be important factors to allow students to be more independent and confident learners of English. It is hoped that the value of metacognitive thinking has been confirmed, and that programme designers, teachers and learners of ESL can benefit from the pedagogical implications of enhancing independent learning. |
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