The Metacognition in Language Learning Among English Major Tertiary Students in Davao Region: A Convergent Mixed Methods Study
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Abstract
This convergent mixed-methods study examined metacognition in language learning among English major tertiary students in Davao Region. Adapted survey questionnaires for the quantitative strand and an interview guide for the qualitative strand were utilized. The quantitative strand involved 300 Education major in English tertiary students selected from 10 public and private higher education institutions in the region. Additionally, 20 participants took part in the qualitative strand through in-depth interviews, while 14 participants were engaged in two focus group discussions. Quantitative data analysis employed statistical tools such as Mean, Standard Deviation, One-way ANOVA, and independent t-tests. Results showed a high level of metacognition in language learning. No significant differences were found in metacognition levels when analyzed by age, sex, student type, or school type. The qualitative phase utilized thematic analysis and a priori coding, confirming the seven metacognition indicators: metacognitive knowledge about the self (MKS), language matters (MKLM), context (MKC), learning process (MKLP), and metacognitive skills in planning (MSP), monitoring (MSM), and evaluating (MSE). The qualitative findings aligned with the quantitative results, affirming high metacognitive awareness. Thus, the nature of integration reflects a merging-confirmation. Based on the findings, the study proposed an intervention program, Meta-BOOST, to address students’ limitations in learning English. Higher education institutions’ school heads or Education program heads may use the results of this study to craft appropriate policies for integrating the use of metacognition into the English language curriculum. These policies may focus on fostering metacognitive knowledge and skills among students to enhance their learning experience.
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