The Role of Metacognitive Activities in English Language Learning: Empirical Evidence of EFL Learners in Islamic Schools
Keywords:
Metacognition , EFL learners , Islamic education , Language skills, Metacognitive strategiesAbstract
This study explores the role of metacognitive activities in enhancing English language skills among EFL learners in Islamic educational institutions in Indonesia and Morocco. Metacognition, defined as "thinking about thinking," plays a crucial role in language learning by enabling learners to monitor, regulate, and reflect on their cognitive processes. Through a phenomenological approach, the study investigates how metacognitive strategies impact learners' development in reading, writing, listening, and speaking. A purposive sample of 35 learners from Islamic institutions, including pesantren (Islamic boarding schools) in Indonesia and madrasah (Islamic schools) in Morocco, was selected to examine their engagement with metacognitive activities. Data was collected through semi-structured interviews and classroom observations. The findings indicate that learners who actively applied metacognitive strategies, such as self-monitoring, planning, and self-evaluation, showed significant improvements in their language skills. In particular, metacognitive reading strategies helped learners enhance their reading comprehension, while metacognitive writing strategies facilitated more organized and coherent essays. Additionally, the study reveals challenges in integrating metacognitive strategies, including limited instructional time due to the focus on religious studies and a lack of teacher training. However, opportunities exist in the growing emphasis on English proficiency in a globalized world and the potential to tailor metacognitive strategies to the learners' cultural contexts. The study contributes to the understanding of how metacognitive activities can be effectively integrated into language learning in Islamic educational environments, offering practical recommendations for educators and policymakers to enhance English language instruction.
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