The Effect of Learner Background on the Use of Metacognitive Strategies in Mandarin and Arabic Learning

This study examines the influence of learner background on the application of metacognitive learning methods among undergraduate students in Mandarin and Arabic language courses. The Strategy Inventory for Language Learning (SILL), a nine-item metacognitive questionnaire created by Oxford in 1990, was utilized to gather data. Specifically, it investigates whether prior exposure to the target language (e.g., through kindergarten, school, or tuition centres) influences learners’ engagement in metacognitive practices. A quantitative survey was conducted among 137 undergraduates enrolled in Mandarin and Arabic courses in public university. Independent Samples t-tests revealed no statistically significant differences in the use of metacognitive strategies between learners with and without prior language exposure (p > .05 across all items). Descriptive statistics, however, indicated clear preferences in strategy use. The most commonly employed strategies were internally focused, such as reflecting on learning progress (M = 4.09), striving to become better learners (M = 4.04), and paying attention during conversations (M = 3.97). In contrast, externally oriented strategies such as seeking conversation partners (M = 3.57) and planning study schedules (M = 3.62) were less frequently used. These findings suggest that while learner background does not significantly impact metacognitive strategy use, learners prefer reflective and self-regulatory approaches over socially interactive strategies. The study highlights the importance of fostering interactive learning environments to balance metacognitive development in language acquisition.

metacognitive learning strategies, learner background, Mandarin

1. Al-Buainain, H. (2010). Language learning strategies employed by English majors at Qatar University: Questions and queries. Asian EFL Journal, 12(2), 115–153. [Google Scholar] [Crossref]

2. Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest. ERIC Clearinghouse on Languages and Linguistics. https://files.eric.ed.gov/fulltext/ED463659.pdf [Google Scholar] [Crossref]

3. Boon, E. S., Soo, Y. P., Lai, Y. Y., & Gan, K. C. (2023, September). Learning strategies of non-science and science undergraduates in learning Mandarin. In International Conference of Research on Language Education. European Proceedings of Educational Sciences, EpES, 23097, 659–669. https://doi.org/10.15405/epes.23097.59 [Google Scholar] [Crossref]

4. Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130. https://doi.org/10.1017/S0267190505000061 [Google Scholar] [Crossref]

5. Gan, K. C., Lai, Y. Y., Soo, Y.-P., Eng, S. B., & Yeap, C. K. (2022). Indirect Learning Strategies of Mandarin as A Foreign Language Learners During Online Learning in COVID-19 Pandemic Period. International Journal of Academic Research in Progressive Education and Development, 11(3), 1509–1519. https://doi.org/10.6007/ijarped/v11-i3/14992 [Google Scholar] [Crossref]

6. Gao, X. (2006). Understanding changes in Chinese students’ uses of learning strategies in China and Britain: A socio-cultural re-interpretation. System, 34(1), 55–67. https://doi.org/10.1016/j.system.2005.04.003 [Google Scholar] [Crossref]

7. Goh, C. C. M. (1998). How ESL learners with different listening abilities use comprehension strategies and tactics. Language Teaching Research, 2(2), 124–147. https://doi.org/10.1177/136216889800200203 [Google Scholar] [Crossref]

8. Green, J. M., & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29(2), 261–297. https://doi.org/10.2307/3587625 [Google Scholar] [Crossref]

9. Griffiths, C. (2003). Patterns of language learning strategy use. System, 31(3), 367–383. https://doi.org/10.1016/S0346-251X(03)00048-4 [Google Scholar] [Crossref]

10. Khaldieh, S. A. (2000). Learning strategies and writing processes of proficient vs. less-proficient learners of Arabic as a foreign language. Foreign Language Annals, 33(5), 522–533. https://doi.org/10.1111/j.1944-9720.2000.tb01995.x [Google Scholar] [Crossref]

11. O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press, 99-100. [Google Scholar] [Crossref]

12. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle, 135-144. [Google Scholar] [Crossref]

13. Peacock, M., & Ho, B. (2003). Student language learning strategies across eight disciplines. International Journal of Applied Linguistics, 13(2), 179–200. https://doi.org/10.1111/1473-4192.00043 [Google Scholar] [Crossref]

14. Raoofi, S., Chan, S. H., Mukundan, J., & Rashid, S. M. (2012). Metacognition and second/foreign language learning. English Language Teaching, 5(7), 188–197. https://doi.org/10.5539/elt.v5n7p188 [Google Scholar] [Crossref]

15. Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41–51. https://doi.org/10.2307/3586011 [Google Scholar] [Crossref]

16. Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press, 405-410. [Google Scholar] [Crossref]

17. Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1), 70–89. https://doi.org/10.1093/applin/amh039 [Google Scholar] [Crossref]

18. Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action, Routledge, 28-29. [Google Scholar] [Crossref]

19. Victori, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System, 23(2), 223–234. https://doi.org/10.1016/0346-251X(95)00010-H [Google Scholar] [Crossref]

20. Wenden, A. L. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515–537. https://doi.org/10.1093/applin/19.4.515 [Google Scholar] [Crossref]

21. Zhang, D., & Goh, C. C. M. (2006). Strategy Knowledge and Perceived Strategy Use: Singaporean Students’ Awareness of Listening and Speaking Strategies. Language Awareness, 15(3), 199-219. [Google Scholar] [Crossref]

22. Zhang, L. J., & Wu, A. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use. Reading in a Foreign Language, 21(1), 37–59. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study