EFL Students’ Perceptions of Their Metacognitive Awareness in English Language Learning
Abstract
Effective English language teaching demands proficient teachers, as pre-service teachers in the English Education department must possess strong English proficiency to teach effectively. This study investigates the perceptions of metacognitive awareness among pre-service EFL teachers in an Indonesian context. Quantitative data were collected using Balcikanli’s Metacognitive Awareness Inventory (MAI), and qualitative data were gathered through semi-structured interviews. The findings reveal that pre-service teachers in the English Language Education department display varying levels of metacognitive awareness, which impacts their ability to effectively teach English. 60% of participants have a moderate perception of their metacognitive awareness, while 40% exhibit a high level. Key aspects of metacognition, including declarative, procedural, and conditional knowledge, as well as regulation of cognition through planning, monitoring, and evaluating, were examined. It highlighted that the pre-service teachers are generally aware of their learning strengths and weaknesses but face challenges in regulating learning effectively. The study contributes to the field of English language learning and teaching by emphasizing the role of metacognitive awareness in achieving successful language acquisition and suggests that ongoing support and training are essential for pre-service teachers to become effective educators.
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References
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Alt, D., & Raichel, N. (2020). Reflective Journaling and Metacognitive Awareness: Insights from a Longitudinal Study in Higher Education. Reflective Practice, 21(2), 145-158. https://doi.org/10.1080/14623943.2020.1716708
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Dardjito, H. (2019). Students’ Metacognitive Reading Awareness and Academic English Reading Comprehension in EFL Context. International Journal of Instruction, 12(4), 611-624. https://doi.org/10.29333/iji.2019.12439a
Devika, & Singh, R. (2019). Influence of Metacognitive Awareness on Engineering Students’ Performance: A Study of Listening Skills. Procedia Manufacturing, 31, 136-141. https://doi.org/10.1016/j.promfg.2019.03.021
Eriyani, E. (2020). Metacognition awareness and its correlation with academic achievement of educational students. Indonesian Research Journal in Education, 4(1), 78-90. https://doi.org/10.22437/irje.v4i1.8573
Flavell J.H. (1976). Metacognitive Aspects of Problem Solving. In Resnick L.B. (Ed.), The nature of intelligence (pp. 231–235). Hillsdale, MI: Lawrence Erlbaum Associates.
Fritzsche, E. S., Händel, M., & Kröner, S. (2018). What do second-order judgments tell us about low-performing students’ metacognitive awareness? Metacognition and Learning, 13(2), 159-177. https://psycnet.apa.org/doi/10.1007/s11409-018-9182-9
Hadi, A. (2019). Exploring Preparation of Pre-Service Teachers’ English Proficiency and Pedagogy: Stories from an EFL Teacher Education Program. The Qualitative Report, 24(8), 1946-1966. https://doi.org/10.46743/2160-3715/2019.3771
Hamiddin, H., & Saukah, A. (2020). Investigating metacognitive knowledge in reading comprehension: The case of Indonesian undergraduate students. Indonesian Journal of Applied Linguistics, 9(3), 608-615. https://doi.org/10.17509/ijal.v9i3.23211
Haukås, Å., Bjørke, C., & Dypedahl, M. (2018). Metacognition in language learning and teaching. Routledge.
Hidayatulloh, M. K. Y., Aftoni, A., & Çobanoğlu, Ö. (2020). The Effect of Problem-Based Learning Model and Blended Learning Model to Metacognitive Awareness as a Reflection Towards a New Normal Era. Jurnal Pendidikan Teknologi Dan Kejuruan, 26(2), 183-188. https://doi.10.21831/jptk.v26i2.32783
Jaleel, S., & Premachandran, P. (2016). A study on the Metacognitive awareness of secondary school students. Universal Journal of Educational Research, 4(1), 165-172. https://doi.org/10.13189/ujer.2016.040121
Jia, X., Li, W., & Cao, L. (2019). The role of Metacognitive components in creative thinking. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02404
Kallio, H., Kallio, M., Virta, K., Iiskala, T., & Hotulainen, R. (2020). Teachers’ support for learners’ metacognitive awareness. Scandinavian Journal of Educational Research, 1-17. https://doi.org/10.1080/00313831.2020.1755358
Kallio, H., Virta, K., & Kallio, M. (2018). Modelling the components of metacognitive awareness. International Journal of Educational Psychology, 7(2), 94–122. https://doi.org/10.17583/ijep.2018.2789
Kurdi, A., Latief, M. A., & Astuti, U. P. (2021). Undergraduate Students’ Metacognitive Awareness and Grammar Achievement. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 6(1), 55-63. http://dx.doi.org/10.17977/jptpp.v6i1.14382
Kusumawardana, Z. R., & Akhiriyah, S. (2022). EFL University Students’ Metacognitive Awareness of Reading Strategy and Its Correlation with Their Reading Comprehension. Linguistics and English Language Teaching Journal, 10(1), 1-15. http://dx.doi.org/10.31764/leltj.v10i1.8879
Lomi, A. N. K., & Mbato, C. L. (2021). Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession. Journal on English as a Foreign Language, 11(1), 125-151. https://doi.org/10.23971/jefl.v11i1.2396
Mäkipää, T., Kallio, M., & Hotulainen, R. (2021). Finnish general upper secondary students’ metacognitive awareness in foreign language learning. Reflective Practice, 22(4), 446-458. https://doi.org/10.1080/14623943.2021.1913720
Pramesti, F., Susanto, D., & Sukmaningrum, R. (2023). The Analysis of Metacognitive Awareness of The Students’ Writing Competence. Language and Education Journal. https://doi.org/10.52237/lej.v8i2.485
Ramadhianti, A., & Somba, S. (2023). Reading Comprehension Difficulties in Indonesian EFL Students. Journal of English Language Teaching and Literature (JELTL), 6(1), 1-11. https://doi.org/10.47080/jeltl.v6i1.2477
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in Indonesia: Issues and prospects. The Journal of Asia TEFL, 15(3), 618–629. https://doi.org/10.18823/asiatefl.2018.15.3.4.618
Sawhney, N., & Bansal, S. (2015). Metacognitive Awareness of Undergraduate Students in Relation to their Academic Achievement. International Journal of Indian Psychology, 3(1), 112-119. https://doi.org/10.25215/0301.136
Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering Metacognition to Support Student Learning and Performance. CBE-Life Sciences Education, 20(2), 1-7. https://doi.org/10.1187/cbe.20-12-0289
Stephanou, G., & Mpiontini, M. (2017). Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects. Psychology, 8, 1941-1975. https://doi.org/10.4236/psych.2017.812125
Syafi’I, A. (2020). Investigating Indonesian Pre-Service Teachers' Speaking Anxiety in EFL Classroom. Journal of English Education and Literature, 2(1), 11-19. https://doi.org/10.51836/journeel.v2i1.74
Tanjung, F. (2018). Language Learning Strategies in English as a Foreign Language Classroom in Indonesian Higher Education Context. Language and Language Teaching Journal. https://doi.org/10.24071/LLT.V21ISUPPL.966.G981
Uppal, N., & Kumar, A. (2020). Metacognition: A Key Determinant of Self-Regulated Learning. An International Bilingual Peer Reviewed Refereed Research Journal, 10(40), 101-105.
Wardoyo, C., Narmaditya B. S., & Wibowo, A. (2021). Does Problem-Based Learning Enhance Metacognitive Awareness of Economics Students?. Pegem Journal of Education and Instruction, 11(4), 329-336. https://doi.org/10.47750/pegegog.11.04.32
Wulyani, A. N., Elgort, I., Coxhead, A. (2019). Exploring EFL teachers’ English language proficiency: Lessons from Indonesia. Indonesian Journal of Applied Linguistics, 9(2), 263-274. https://doi.org/10.17509/ijal.v9i2.20217
Zhang, W., Zhang, D., & Zhang, L. J. (2021). Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks. Sustainability, 13(11), 6275. https://doi.org/10.3390/su13116275
Zulfikar, Z., Aulia, C. T., & Akmal, S. (2020). Exploring EFL students’ problems in listening to English news broadcasts. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 4(2), 340-352. https://doi.org/10.30743/ll.v4i2.2940
Aisyi, A. N., Suwandi, S., & Andayani, A. (2021). Metacognitive aspects in Indonesian learning in senior high schools in Jember. RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya, 14(1), 14. https://doi.org/10.26858/retorika.v14i1.16491
Al-Mekhlafi, A. M. (2018). EFL learners’ Metacognitive awareness of reading strategies. International Journal of Instruction, 11(2), 297-308. https://doi.org/10.12973/iji.2018.11220a
Alt, D., & Raichel, N. (2020). Reflective Journaling and Metacognitive Awareness: Insights from a Longitudinal Study in Higher Education. Reflective Practice, 21(2), 145-158. https://doi.org/10.1080/14623943.2020.1716708
Anwar, I. W., & Sailuddin, S. P. (2022). Academic Reading Difficulties in Higher Education. Journal of Languages and Language Teaching, 10(2), 309-314. https://doi.org/10.33394/jollt.v10i2.4849
Balcikanli, E. (2011). Metacognitive awareness inventory for teachers (MAIT). Electronic Journal of Research in Educational Psychology, 9(3), 1309-1332. http://doi.org/10.25115/ejrep.v9i25.1620
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, New Jersey: L. Erlbaum Associates
Capelle, J., Senker, K., Fries, S., & Grund, A. (2023). Deadlines Make You Productive, but What Do They Do to Your Motivation? Trajectories in Quantity and Quality of Motivation and Study Activities among University Students as Exams Approach. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1224533.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. California: SAGE Publications.
Dardjito, H. (2019). Students’ Metacognitive Reading Awareness and Academic English Reading Comprehension in EFL Context. International Journal of Instruction, 12(4), 611-624. https://doi.org/10.29333/iji.2019.12439a
Devika, & Singh, R. (2019). Influence of Metacognitive Awareness on Engineering Students’ Performance: A Study of Listening Skills. Procedia Manufacturing, 31, 136-141. https://doi.org/10.1016/j.promfg.2019.03.021
Eriyani, E. (2020). Metacognition awareness and its correlation with academic achievement of educational students. Indonesian Research Journal in Education, 4(1), 78-90. https://doi.org/10.22437/irje.v4i1.8573
Flavell J.H. (1976). Metacognitive Aspects of Problem Solving. In Resnick L.B. (Ed.), The nature of intelligence (pp. 231–235). Hillsdale, MI: Lawrence Erlbaum Associates.
Fritzsche, E. S., Händel, M., & Kröner, S. (2018). What do second-order judgments tell us about low-performing students’ metacognitive awareness? Metacognition and Learning, 13(2), 159-177. https://psycnet.apa.org/doi/10.1007/s11409-018-9182-9
Hadi, A. (2019). Exploring Preparation of Pre-Service Teachers’ English Proficiency and Pedagogy: Stories from an EFL Teacher Education Program. The Qualitative Report, 24(8), 1946-1966. https://doi.org/10.46743/2160-3715/2019.3771
Hamiddin, H., & Saukah, A. (2020). Investigating metacognitive knowledge in reading comprehension: The case of Indonesian undergraduate students. Indonesian Journal of Applied Linguistics, 9(3), 608-615. https://doi.org/10.17509/ijal.v9i3.23211
Haukås, Å., Bjørke, C., & Dypedahl, M. (2018). Metacognition in language learning and teaching. Routledge.
Hidayatulloh, M. K. Y., Aftoni, A., & Çobanoğlu, Ö. (2020). The Effect of Problem-Based Learning Model and Blended Learning Model to Metacognitive Awareness as a Reflection Towards a New Normal Era. Jurnal Pendidikan Teknologi Dan Kejuruan, 26(2), 183-188. https://doi.10.21831/jptk.v26i2.32783
Jaleel, S., & Premachandran, P. (2016). A study on the Metacognitive awareness of secondary school students. Universal Journal of Educational Research, 4(1), 165-172. https://doi.org/10.13189/ujer.2016.040121
Jia, X., Li, W., & Cao, L. (2019). The role of Metacognitive components in creative thinking. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02404
Kallio, H., Kallio, M., Virta, K., Iiskala, T., & Hotulainen, R. (2020). Teachers’ support for learners’ metacognitive awareness. Scandinavian Journal of Educational Research, 1-17. https://doi.org/10.1080/00313831.2020.1755358
Kallio, H., Virta, K., & Kallio, M. (2018). Modelling the components of metacognitive awareness. International Journal of Educational Psychology, 7(2), 94–122. https://doi.org/10.17583/ijep.2018.2789
Kurdi, A., Latief, M. A., & Astuti, U. P. (2021). Undergraduate Students’ Metacognitive Awareness and Grammar Achievement. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 6(1), 55-63. http://dx.doi.org/10.17977/jptpp.v6i1.14382
Kusumawardana, Z. R., & Akhiriyah, S. (2022). EFL University Students’ Metacognitive Awareness of Reading Strategy and Its Correlation with Their Reading Comprehension. Linguistics and English Language Teaching Journal, 10(1), 1-15. http://dx.doi.org/10.31764/leltj.v10i1.8879
Lomi, A. N. K., & Mbato, C. L. (2021). Investigating Indonesian pre-service English teachers: perceptions and motivations to enter the teaching profession. Journal on English as a Foreign Language, 11(1), 125-151. https://doi.org/10.23971/jefl.v11i1.2396
Mäkipää, T., Kallio, M., & Hotulainen, R. (2021). Finnish general upper secondary students’ metacognitive awareness in foreign language learning. Reflective Practice, 22(4), 446-458. https://doi.org/10.1080/14623943.2021.1913720
Pramesti, F., Susanto, D., & Sukmaningrum, R. (2023). The Analysis of Metacognitive Awareness of The Students’ Writing Competence. Language and Education Journal. https://doi.org/10.52237/lej.v8i2.485
Ramadhianti, A., & Somba, S. (2023). Reading Comprehension Difficulties in Indonesian EFL Students. Journal of English Language Teaching and Literature (JELTL), 6(1), 1-11. https://doi.org/10.47080/jeltl.v6i1.2477
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in Indonesia: Issues and prospects. The Journal of Asia TEFL, 15(3), 618–629. https://doi.org/10.18823/asiatefl.2018.15.3.4.618
Sawhney, N., & Bansal, S. (2015). Metacognitive Awareness of Undergraduate Students in Relation to their Academic Achievement. International Journal of Indian Psychology, 3(1), 112-119. https://doi.org/10.25215/0301.136
Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering Metacognition to Support Student Learning and Performance. CBE-Life Sciences Education, 20(2), 1-7. https://doi.org/10.1187/cbe.20-12-0289
Stephanou, G., & Mpiontini, M. (2017). Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects. Psychology, 8, 1941-1975. https://doi.org/10.4236/psych.2017.812125
Syafi’I, A. (2020). Investigating Indonesian Pre-Service Teachers' Speaking Anxiety in EFL Classroom. Journal of English Education and Literature, 2(1), 11-19. https://doi.org/10.51836/journeel.v2i1.74
Tanjung, F. (2018). Language Learning Strategies in English as a Foreign Language Classroom in Indonesian Higher Education Context. Language and Language Teaching Journal. https://doi.org/10.24071/LLT.V21ISUPPL.966.G981
Uppal, N., & Kumar, A. (2020). Metacognition: A Key Determinant of Self-Regulated Learning. An International Bilingual Peer Reviewed Refereed Research Journal, 10(40), 101-105.
Wardoyo, C., Narmaditya B. S., & Wibowo, A. (2021). Does Problem-Based Learning Enhance Metacognitive Awareness of Economics Students?. Pegem Journal of Education and Instruction, 11(4), 329-336. https://doi.org/10.47750/pegegog.11.04.32
Wulyani, A. N., Elgort, I., Coxhead, A. (2019). Exploring EFL teachers’ English language proficiency: Lessons from Indonesia. Indonesian Journal of Applied Linguistics, 9(2), 263-274. https://doi.org/10.17509/ijal.v9i2.20217
Zhang, W., Zhang, D., & Zhang, L. J. (2021). Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks. Sustainability, 13(11), 6275. https://doi.org/10.3390/su13116275
Zulfikar, Z., Aulia, C. T., & Akmal, S. (2020). Exploring EFL students’ problems in listening to English news broadcasts. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 4(2), 340-352. https://doi.org/10.30743/ll.v4i2.2940
Published
2024-12-31
How to Cite
PUTRI, Natalia Destiana; KUSWANDONO, Paulus; ENA, Ouda Teda.
EFL Students’ Perceptions of Their Metacognitive Awareness in English Language Learning.
Pioneer: Journal of Language and Literature, [S.l.], v. 16, n. 2, p. 228-246, dec. 2024.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/5331>. Date accessed: 02 apr. 2025.
doi: https://doi.org/10.36841/pioneer.v16i2.5331.
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