Enhancing Metacognitive Strategies in English Language Learners in High School: Explicit Instruction and Its Impact on Learner Autonomy. A Case Study of Grade 12 Students in New Yundum Academy

This study presents the results of a quasi-experimental study conducted to investigate the effects of explicit instruction in metacognitive strategies on the learner autonomy of high school students in Grade 12 in English Language Learning in The Gambia. A twelve (12)-week lesson period was offered to the experimental group (n=25) that integrated instruction using planning, monitoring, and evaluation strategies, while a control group (n=25) used the normal conventional communicative teaching approach for English Language Learning. The data for the study were gathered using a pre- and post-intervention learner autonomy questionnaire, analysis of student reflection papers, and semi-structured interviews. The findings of the study indicated a significant increase in self-reported autonomy and strategic knowledge for the experimental group as compared to the control group. The qualitative analysis of the findings suggested that many students developed a clearer understanding of their own learning processes and demonstrated greater ability to self-correct and adapt strategies. The findings suggest that explicit metacognitive strategy instruction is an effective pedagogical method that can support learners and should be systematically incorporated into English language teacher education programs.

Metacognition, Learner Autonomy, English Language Learning Strategies, Explicit Instruction

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