INVESTIGATING THE ROLE OF METACOGNITIVE STRATEGIES IN FACILITATING LEARNER AUTONOMY AMONG ESL LEARNERS
DOI:
https://doi.org/10.35631/IJEPC.1164082Keywords:
Language Learning, Learner Autonomy, Metacognitive StrategiesAbstract
In today’s English language learning, promoting learner autonomy is essential. Metacognitive strategies such as planning, evaluating and monitoring are key indicators to help learners foster learner autonomy. However, more evidence-based studies are needed to comprehend how learners operate in specific roles, relationships and certain learning settings. This quantitative study is aimed to investigate the role of metacognitive strategies in facilitating language learning and learner autonomy among ESL learners in Malaysia. A purposive sample of 261 ESL students from a public university responded to an adapted questionnaire on metacognitive strategies and autonomy. The findings indicate that metacognitive strategies play a crucial role in fostering learner autonomy throughout their learning process, with evaluation and monitoring being the most practised components. Overall, this study confirms that metacognitive strategies are significantly associated with key learning skills, supporting the central role of learner autonomy. Thus, explicit metacognitive instruction is highly encouraged in ESL settings to further support learner autonomy.
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References
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