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Sukmawati Sukmawati
Universitas Megarezky, Makassar, Indonesia

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Bridging Cultures through Reflection: Metacognitive Approaches of Multicultural EFL Learners Sukmawati Sukmawati; Syarifuddin Dollah
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 6 No 2 (2026): August (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v6i2.440

Abstract

This study aims to examine how EFL students from diverse cultural backgrounds manage their learning processes through metacognitive awareness and self-reflection in a multicultural academic setting. The importance of cross-cultural communicative competence in English language acquisition is increasing, rendering students' ability to regulate their cognition, learning strategies, and emotional responses crucial for achieving academic success. This study employed a phenomenological approach with eleven students from the English Language Education Study Program at Universitas Megarezky. Data were collected using semi-structured interviews and later analyzed using thematic analysis technique. The findings found four principal themes: Self-awareness, Strategic regulation, Cultural adaptation, and Competence transformation These findings emphasize the importance of integrating metacognitive and reflection-based learning practices into the EFL curriculum to enhance students' intercultural competence, emotional resilience, and learning independence. This research provides theoretical contributions to the study of metacognitive learning and cross-cultural communication, as well as practical implications for educators designing globally responsive English language learning.
Co-Authors Syarifuddin Dollah