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All Journal Journal of Linguistic Metacognition and Language Learning
Baiq Zohratun Nafisah
Universitas Pendidikan Mandalika, Indonesia

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Metacognitive Language Learning Integrated with Linguistic Awareness in Improving EFL Learners’ Reading Comprehension Tri Setianingsih; Baiq Zohratun Nafisah; Sadaff Hamaros
Journal of Linguistic Metacognition and Language Learning Vol. 1 No. 1 (2026): March
Publisher : Bale Jurnal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66957/q3k8sq62

Abstract

This study investigates the integration of metacognitive strategies and linguistic awareness in enhancing reading comprehension among English as a Foreign Language (EFL) learners. Metacognitive strategies, such as self-regulation, goal-setting, and reflection, have been shown to improve learners' ability to monitor their understanding of texts, while linguistic awareness—encompassing phonological, morphological, and syntactic knowledge—enables learners to process and decode complex language structures. The research adopts a qualitative design, with data collected through semi-structured interviews and classroom observations of ten certified EFL teachers in Indonesia. The participants, each with 5-10 years of teaching experience, shared their insights on how these strategies were implemented in the classroom to support reading comprehension. The study found that the combination of metacognitive strategies and linguistic awareness significantly enhanced learners' reading comprehension. Teachers reported that students who actively used metacognitive strategies were better able to identify comprehension gaps and apply corrective strategies, such as re-reading or summarizing, to improve understanding. Additionally, linguistic awareness facilitated learners' ability to decode vocabulary and understand sentence structures, contributing to greater fluency and accuracy in reading. The research highlights the importance of integrating both metacognitive and linguistic elements into EFL instruction to provide a holistic approach to language learning. These findings offer valuable insights for educators seeking to improve their teaching practices and enhance the reading comprehension skills of their students. The study concludes with recommendations for further research and professional development in integrating these strategies into EFL classrooms.
Exploring Duolinggo and Babbel Mobile Applications in Improving EFL Slow Learners’ Speaking Performance: A Classroom Action Research Baiq Zohratun Nafisah; M Wahyu Hadi; Muhammad Yani; Teresso Tafaa
Journal of Linguistic Metacognition and Language Learning Vol. 1 No. 1 (2026): March
Publisher : Bale Jurnal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66957/9q9hbn37

Abstract

This study explores the impact of Duolingo and Babbel, two widely used mobile applications, on improving the speaking performance of slow learners in English as a Foreign Language (EFL) contexts. The research adopted a qualitative approach within the framework of Classroom Action Research (CAR), targeting 35 slow EFL learners who were identified based on their previous academic performance and difficulties in speaking skills. The study aimed to assess the effectiveness of these mobile applications in enhancing learners' pronunciation, fluency, and vocabulary mastery. Data were collected through semi-structured interviews and classroom observations, providing both subjective insights and objective behavioral data. The findings indicated that both Duolingo and Babbel significantly improved learners’ pronunciation by offering consistent pronunciation practice and real-time feedback through speech recognition technology. The applications also contributed to improved fluency by providing repetitive language tasks, which helped reduce pauses and hesitation in speech. In terms of vocabulary mastery, the apps facilitated vocabulary acquisition through context-based exercises, enabling learners to expand their active vocabulary. However, the study also found that while these applications were effective in controlled tasks, learners still faced challenges in applying their skills during spontaneous conversations. The study concludes that Duolingo and Babbel are effective tools for supporting slow learners in language acquisition but highlights the need for a blended learning approach combining mobile apps with real-life communicative tasks for more substantial improvements in speaking skills.
Co-Authors M Wahyu Hadi Muhammad Yani Sadaff Hamaros Teresso Tafaa Tri Setianingsih