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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Main Author:	Foord, Christine
Format:	thesis
Language:	eng
Published:	2015
Subjects:	PE English
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=1627
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id	oai:ir.upsi.edu.my:1627
record_format	uketd_dc
spelling	oai:ir.upsi.edu.my:16272020-02-27 Raising metacognitive thinking for the learning of English as a second language (IR) 2015 Foord, Christine PE English 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. 2015 thesis https://ir.upsi.edu.my/detailsg.php?det=1627 https://ir.upsi.edu.my/detailsg.php?det=1627 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi N/A
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	PE English
spellingShingle	PE English Foord, Christine Raising metacognitive thinking for the learning of English as a second language (IR)
description	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.
format	thesis
qualification_name
qualification_level	Doctorate
author	Foord, Christine
author_facet	Foord, Christine
author_sort	Foord, Christine
title	Raising metacognitive thinking for the learning of English as a second language (IR)
title_short	Raising metacognitive thinking for the learning of English as a second language (IR)
title_full	Raising metacognitive thinking for the learning of English as a second language (IR)
title_fullStr	Raising metacognitive thinking for the learning of English as a second language (IR)
title_full_unstemmed	Raising metacognitive thinking for the learning of English as a second language (IR)
title_sort	raising metacognitive thinking for the learning of english as a second language (ir)
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Bahasa dan Komunikasi
publishDate	2015
url	https://ir.upsi.edu.my/detailsg.php?det=1627
_version_	1747832984367529984

Raising metacognitive thinking for the learning of English as a second language (IR)

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