The Role of Applied Metalinguistic Awareness and English Language Teaching Strategies in Enhancing EFL Learners’ Language Skills and Cognitive Skills
DOI:
https://doi.org/10.36312/j4rr9p07Keywords:
Applied metalinguistic awareness, ELT strategies, EFL learners, Language skills, Cognitive developmentAbstract
Applied metalinguistic awareness (AMA) has gained increasing attention as an important component in foreign language education because it enables learners to consciously understand, analyze, and regulate their language use. This study aims to explore the role of AMA within ELT strategies and examine its contribution to EFL learners’ linguistic and cognitive development in Indonesian and Thai contexts. A qualitative research design was employed involving 27 EFL learners, consisting of 14 Indonesian and 13 Thai learners. Data were collected through semi-structured interviews and classroom observations. The data were analyzed using thematic analysis based on data condensation, data display, and conclusion verification. The findings revealed five major patterns of AMA integration: explicit language reflection, metalinguistic corrective feedback, task-based reflective activities, translanguaging practices, and technology-supported learning. The findings further indicate that AMA-integrated ELT strategies enhanced learners’ language accuracy, communicative competence, self-regulation, critical thinking, and problem-solving abilities. The study concludes that AMA functions as a reflective pedagogical framework that connects linguistic knowledge, meaningful communication, and cognitive development. The novelty of this study lies in integrating AMA with communicative, task-based, translanguaging, and technology-enhanced ELT approaches within Indonesian and Thai EFL contexts. The findings provide implications for teachers and curriculum developers seeking to create more reflective, autonomous, and cognitively engaging English learning environments.
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