Effect of metacognition concerning : identifying planning, monitoring and evaluating on second language learning

Abstract EN

Metacognition is referred to as higher regulation of thinking concerning active control over the thinking processes involved in learning.

Metacognition is a way to successful second language learning because it enables learners to improve their cognitive skills and to find out weaknesses in order to solve their problems.

Anyone who has a skill is capable of metacognition, that is, thinking about how they perform that skill.

Listening and speaking well are fundamental and essential skills which are demanding for both learners and instructors in second language learning.

Listening and speaking are active and difficult processes, in which listeners and speakers must grasp sounds, meaning of vocabulary and grammatical structures and understand it within the immediate social context (Vandergrift, 1999).

These processes deserve thorough investigation and educational support.

Activities such as planning, monitoring, and evaluating progress toward a task are metacognitive in nature.

Metacognitive knowledge is a term first used by Flavell (1979) referring to an individual's personal knowledge about learning, Wenden (1991) applies it to language learning and notes its instruction and regulation is useful to listening and speaking activities.

This research investigates metacognitive awareness and self-regulation in the learning of students by using Wenden's model (1998) by analyzing a case study of eight students of English as second language