Research Article
MULTILINGUALISM IN HIGH SCHOOLS: THE ROLE OF METACOGNITION IN ENGLISH LEARNING AND TEACHING FOR BACCALAUREATE STUDENTS
Abstract
The strategic location of Morocco at the crossroads of Africa and Europe makes the country a complex multilingual and cultural network. Such multilingual diversity is apparent in most of the social spheres and one of its noticeable occurrences is in the high school curriculum. This is where students are compulsory exposed to more than one language (English is a case in point); yet, they often hold negative attitudes towards them since one of the challenges facing English Language Teachers is that of nurturing learners with the capacity for independent analytical thinking and learning strategies. Accordingly, the aim of this paper is to investigate the impact of metacognitive awareness of reading strategies (Global, Support and Problem solving strategies) in enhancing baccalaureate students ’ proficiency in English at large and in the reading process in particular. The significance of this research stems from the high status English enjoy in multilingual societies on the one hand, its importance as a variable for baccalaureate students’ success or failure on the other hand as well as the numerous evidence studies disclose on the benefits of metacognition. The study is coached within the ex post facto research design and the data collection instruments involve questionnaires to students in addition to their grades in English and in reading. The findings display significant correlation between students’ metacognitive awareness of the three strategies on the one hand and their performance in reading and in English on the other hand. Secondly, the results also reveal that the relationships between problem solving strategies and students’ grades in English and in reading are much more statistically significant.
References
- Auerbach, E., & Paxton, D. (1997). It’s not the English thing : Bringing reading research into the ESL classroom. TESOL Quarterly, 32(2), 237-261 Al Sohbani, Y. (2013). Metacognitive reading strategies use by Yemeni EFL Undergraduate university students. Frontiers of Language and Teaching, 4, 121-133. Baker, L., & Brown, A. L. (1984). Cognitive monitoring in reading. In J. Flood (Ed.), Handbook of Research in Reading (pp. 353-395). New York: Longman. Block, E. (1992). See how they read: Comprehension monitoring of L1 and Lé readers. TESOL Quarterly, 26(2), 319-343. Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert, & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Erlbaum. Carrell, P. L. (1989). Metacognitive awareness and second language reading. Modern Language Journal, 73(2), 121-134. Ennaji, M. (2004). Mutilingualism, Cultural Identity, and Education in Morocco. Vol. 37 (2004), pp. 143-147. https://www.jstor.org/stable/43195538. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. http://dx.doi.org/10.1037/0003-066X.34.10.906 Hudson, T. (1982). The effects of induced schemata on the “short circuit” in L2 reading: Noncoding factors in L2 reading performance. Language Learning, 32(1), 1-31. Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychology, 22, 255-278. Kerlinger, F. H. (1964), Foundations of behavioural Research : Education and Psychological Inquiry, New York: Holt, Rinehart & Winston. Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178-181. http://dx.doi.org/10.1111/1467-8721.00088 Larouz, M. (2016). Societal multilingualism : a socio-political perspective. Cultures and Languages in Contact. Faculté des Lettres et des Sciences Humaines-Eljadida, Morocco. Otani, H., & Widner, R. L. (2005). Metacognition: New issues and approaches. Journal of General Psychology, 132, 329-334. http://dx.doi.org/10.3200/GENP.132.4.329-334 Mokhtari, K., & Perry, B. (2008). Using Rash analysis to calibrate students’ metacognitive awareness and use of reading strategies. In K. Mokhtari &R. Sheorey (Eds.) Reading strategies of first and second language learners: See how they read (pp 67-84). Norwood, MA: Christopher Gordon. Mokhtari, K., & Reichard, C.A., (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259. Mokhtari, K., & Reichard, C.A., (2004). Investigating the strategic reading processes of first and second language readers in different cultural contexts. System, 32(3), 3796394 Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of development Education, 25(3), 2-10. Mokhtari, K., & Sheorey, R. (2008). Reading strategies of first and second language learners: See how they read (pp 67-84). Norwood, MA: Christopher Gordon. Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of strategies among native and non-native readers. System, 29, 431-449. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. http://dx.doi.org/10.1006/ceps.1994.1033 Schraw, G. (1997). The effect of generalized metacognitive knowledge on test performance and confidence judgments. The Journal of Experimental Education, 65, 135-146. http://dx.doi.org/10.1080/00220973.1997.9943788 Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. http://dx.doi.org/10.1007/BF02212307 Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. http://dx.doi.org/10.1007/s11165-005-3917-8 Wright, J.M. (2015). Metacognitive Awareness of reading Strategies reported by Emirati Learners Enrolled in post secondary education in the United Arab Emirates. Submitted in fulfillment of the requirements of the degree of doctorate of Education. Griffith University Yin, R. K. (1994). Discovering the future of the case study research.Method. Sage Journals. Evaluation practice 15(3), 283-290. Zhang, L. J. (2008). Constructivist pedagogy in strategic reading instruction: exploring pathways to learn development in the English as a second language (ESL) classroom. Instructional Science, 36(2), 89-116.
Year 2019,
, 170 - 178, 15.09.2019
Abstract
References
- Auerbach, E., & Paxton, D. (1997). It’s not the English thing : Bringing reading research into the ESL classroom. TESOL Quarterly, 32(2), 237-261 Al Sohbani, Y. (2013). Metacognitive reading strategies use by Yemeni EFL Undergraduate university students. Frontiers of Language and Teaching, 4, 121-133. Baker, L., & Brown, A. L. (1984). Cognitive monitoring in reading. In J. Flood (Ed.), Handbook of Research in Reading (pp. 353-395). New York: Longman. Block, E. (1992). See how they read: Comprehension monitoring of L1 and Lé readers. TESOL Quarterly, 26(2), 319-343. Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. Weinert, & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Erlbaum. Carrell, P. L. (1989). Metacognitive awareness and second language reading. Modern Language Journal, 73(2), 121-134. Ennaji, M. (2004). Mutilingualism, Cultural Identity, and Education in Morocco. Vol. 37 (2004), pp. 143-147. https://www.jstor.org/stable/43195538. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. http://dx.doi.org/10.1037/0003-066X.34.10.906 Hudson, T. (1982). The effects of induced schemata on the “short circuit” in L2 reading: Noncoding factors in L2 reading performance. Language Learning, 32(1), 1-31. Jacobs, J. E., & Paris, S. G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychology, 22, 255-278. Kerlinger, F. H. (1964), Foundations of behavioural Research : Education and Psychological Inquiry, New York: Holt, Rinehart & Winston. Kuhn, D. (2000). Metacognitive development. Current Directions in Psychological Science, 9(5), 178-181. http://dx.doi.org/10.1111/1467-8721.00088 Larouz, M. (2016). Societal multilingualism : a socio-political perspective. Cultures and Languages in Contact. Faculté des Lettres et des Sciences Humaines-Eljadida, Morocco. Otani, H., & Widner, R. L. (2005). Metacognition: New issues and approaches. Journal of General Psychology, 132, 329-334. http://dx.doi.org/10.3200/GENP.132.4.329-334 Mokhtari, K., & Perry, B. (2008). Using Rash analysis to calibrate students’ metacognitive awareness and use of reading strategies. In K. Mokhtari &R. Sheorey (Eds.) Reading strategies of first and second language learners: See how they read (pp 67-84). Norwood, MA: Christopher Gordon. Mokhtari, K., & Reichard, C.A., (2002). Assessing students’ metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259. Mokhtari, K., & Reichard, C.A., (2004). Investigating the strategic reading processes of first and second language readers in different cultural contexts. System, 32(3), 3796394 Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of development Education, 25(3), 2-10. Mokhtari, K., & Sheorey, R. (2008). Reading strategies of first and second language learners: See how they read (pp 67-84). Norwood, MA: Christopher Gordon. Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of strategies among native and non-native readers. System, 29, 431-449. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. http://dx.doi.org/10.1006/ceps.1994.1033 Schraw, G. (1997). The effect of generalized metacognitive knowledge on test performance and confidence judgments. The Journal of Experimental Education, 65, 135-146. http://dx.doi.org/10.1080/00220973.1997.9943788 Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. http://dx.doi.org/10.1007/BF02212307 Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139. http://dx.doi.org/10.1007/s11165-005-3917-8 Wright, J.M. (2015). Metacognitive Awareness of reading Strategies reported by Emirati Learners Enrolled in post secondary education in the United Arab Emirates. Submitted in fulfillment of the requirements of the degree of doctorate of Education. Griffith University Yin, R. K. (1994). Discovering the future of the case study research.Method. Sage Journals. Evaluation practice 15(3), 283-290. Zhang, L. J. (2008). Constructivist pedagogy in strategic reading instruction: exploring pathways to learn development in the English as a second language (ESL) classroom. Instructional Science, 36(2), 89-116.
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Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Articles |
| Authors | |
| Publication Date | September 15, 2019 |
| Submission Date | July 18, 2019 |
| Published in Issue | Year 2019 |
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