RELATIONSHIP BETWEEN METACOGNITIVE STRATEGIES ON COGNITIVE COMPONENTS AND RESOURCE MANAGEMENT IN LANGUAGE LEARNING

Abstract

The study of learning strategies in language acquisition has gained significant attention, particularly focusing on metacognitive self-regulation, cognitive components, and resource management. These strategies play crucial roles in enhancing language learning outcomes and fostering learner autonomy. This research aims to explore learners' perceptions of their use of these learning strategies and investigate potential relationships among them. A quantitative survey approach was employed, using a structured instrument divided into four sections: demographic profile, metacognitive self-regulation (11 items), cognitive components (19 items), and resource management (11 items). A purposive sample of 421 undergraduate students from Thailand and Vietnam participated in the study. Findings revealed that learners engaged moderately to highly in all three strategy categories, with strong correlations identified between metacognitive, cognitive, and resource management strategies. However, gaps were observed in the use of critical thinking and advanced organizational strategies. The study's implications highlight the need for educators to explicitly teach and foster the use of diverse learning strategies, particularly metacognitive self-regulation, to enhance language learning outcomes.