Research suggests that metacognition has a close relationship with learning and attainment. This study addresses the research gap concerning the role of metacognition in the success of second-language learning across cultures.
The relationship between metacognitive knowledge, awareness and strategy use, and success in second language reading and writing was explored with 500 students from different sociocultural backgrounds. The findings suggest that proficient learners and less proficient learners differ in their use of metacognitive strategies when completing tasks. In the conclusion, suggestions are proposed for metacognitive knowledge and strategy training to support and enhance language proficiency.
Authors: Li Li and Shirley Larkin
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