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All Journal Jurnal Arbitrer Journal of English Language Teaching and Linguistics
Saadallah, Zayneb
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Education Languange, Linguistic, Communication & Media

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Exploring the Interplay of Metacognitive Awareness and Reading Proficiency: A Study among Moroccan University EFL Students El Madani, El Mehdi; Larouz, Mohammed; Fagroud, Mustapha; Saadallah, Zayneb; Barebzi, Jamal
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(2), August 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i2.1322

Abstract

In recent years, there has been a considerable interest in metacognition and language learning research. An ever-increasing body of literature shares the consensus that metacognitive knowledge plays a critical role in the process of language learning. While metacognitive knowledge encapsulates being cognizant of one’s own language level and the learning strategies available to improve this level, the absence of such an awareness brings about serious challenges that hinder the process of language learning. In light of such a hiatus, the present study attempts to examine the relationship between EFL university students’ reading proficiency in English and their metacognitive awareness of reading strategies. In order to achieve this objective, Data were collected using three language proficiency tests in reading and Metacognitive Awareness of Reading Strategies Inventory (MARSI). 94 third-year university students enrolled in the Department of English Studies at the School of Arts and Humanities in Meknes formed the sample of this investigation. With reference to data analysis, the study employed Pearson product-moment correlation and Simple Linear Regression as statistical tools to analyze the generated data. The findings of the investigated relationship showed that there was a strong positive correlation between participants’ English reading proficiency and their reading metacognitive awareness, with a r-value of 0.810. It was also revealed reading metacognitive awareness predicted 65% of reading comprehension ability. Finally, the findings of the present study have brought about crucial contributions, in terms of both theory and practice, to the existing body of literature on metacognition and language learning. The results of this endeavour have also triggered various pedagogical and methodological implications and recommendations for language teachers, syllabus designers, higher education departments of English studies, and future research.
The Relationship between Writing Proficiency in English and Metacognitive Awareness of Writing Strategies among EFL University Students El Madani, El Mehdi; Larouz, Mohammed; Fagroud, Mustapha; Saadallah, Zayneb
Jurnal Arbitrer Vol. 11 No. 3 (2024)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.11.3.373-383.2024

Abstract

Scholarly interest in the interplay between metacognition and language learning has notably surged. The expanding corpus of literature uniformly acknowledges the pivotal role that metacognitive knowledge occupies within the framework of language education. Precisely, the metacognitive awareness concerning English as a Foreign Language (EFL) learning strategies empowers learners to supervise, regulate, and optimize their educational endeavors. Metacognitive knowledge encompasses an awareness of one’s linguistic proficiency and the strategies pertinent for its enhancement. Equally, a deficiency in such awareness poses significant impediments to the language learning trajectory. Against this backdrop, the present study probes the nexus between metacognitive knowledge and language learning. the specific objective of the current study is to explore the correlation between EFL college students’ English writing proficiency and their writing metacognitive awareness. In order to reach this goal, a language proficiency test in writing and a Metacognitive Awareness Writing Questionnaire (MAWQ) were employed to collect the data. The participants in the study included 94 university students belonging to the department of English studies at the faculty of Letters and Human Sciences of Meknes and the Higher school for Training and Education of Kenitra. To analyze the collected data, the study made use of various statistical tools, including Simple Linear Regression and Pearson product-moment correlation. The results of the explored connection presented that there is a significant positive relationship between students’ writing performance and their metacognitive awareness of writing, with a ρ -value of 0.793. The results also showed that writing metacognitive awareness could predict 62% of the variability in writing ability. This study has also precipitated a range of implications related to pedagogy and methodology, alongside recommendations for teachers of English, syllabus designers, academic English studies departments, and coming scholarly inquiries.
Co-Authors Barebzi, Jamal El Madani, El Mehdi Fagroud, Mustapha Larouz, Mohammed