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

Chamot, 1990; Oxford, 1990). Learners who effectively employ metacognitive strategies are better able to

regulate their study habits, reflect on their progress, and adapt their approaches to improve learning outcomes.

Mandarin and Arabic, two languages with growing worldwide importance, provide unique challenges for

students due to their various linguistic traits and cultural settings. In multilingual settings such as Malaysia,

where students often have prior exposure to multiple languages, it is important to understand how learners

approach these languages strategically. However, while previous studies have explored strategy use in common

second languages such as English, there has been relatively limited research on strategy use in Mandarin and

Arabic, particularly at the undergraduate level.

learners with diverse backgrounds.

What is the overall level (mean scores) of metacognitive learning strategies used by undergraduates in

Mandarin and Arabic courses?

What are the preferred patterns of metacognitive learning strategies among undergraduates in Mandarin and

Arabic courses?

Are there significant differences in the use of metacognitive learning strategies between learners with and

without prior exposure to Mandarin and Arabic?

Research on language learning strategies (LLS) has played a key role in understanding how learners approach

Chamot, 1990).

Metacognitive strategies include planning study activities, monitoring comprehension, and reflecting on

learning outcomes (Anderson, 2002). Students that utilize these tactics tend to be more independent and

proficient in self-directed learning. Previous research has shown that metacognitive awareness enhances

performance in listening (Vandergrift, 2005), reading (Zhang & Wu, 2009), and speaking (Goh, 1998).

Moreover, metacognitive strategy use has been linked to improved learner motivation, autonomy and

persistence (Wenden, 1998). Although significant, research indicates that learners often fail to utilize these

tactics systematically, necessitating formal instruction to promote their application (Chamot, 2005).

and Arabic have gradually increased. Research in Mandarin learning contexts (Gao, 2006; Raoofi, 2012)

indicates that learners frequently depend on memorization strategies but increasingly benefit from

promotes more effective plan implementation (Victori & Lockhart, 1995). For instance, Vandergrift (2005)

reported that learners with more exposure demonstrated greater use of planning and monitoring strategies.

Nevertheless, other studies (Griffiths, 2003; Peacock & Ho, 2003) revealed no significant differences,

indicating that the use of strategies may be more reliant on current learning contexts and instructional practices

than on past exposure. However, newer studies on Mandarin learners provide updated insights. For instance,

Boon (2023) and Gan et al. (2022) highlight how learner background and learning mode (face-to-face vs.

online) can influence the strategies adopted, underscoring the need to consider contemporary educational

settings when analysing strategy use. This mixed evidence highlights the need to investigate whether prior

language exposure influences strategy utilization in understudied languages like Mandarin and Arabic.

using a five-point Likert scale (1 = strongly disagree, 5 = strongly agree).

The instrument has demonstrated reliability in diverse contexts (Green & Oxford, 1995). However, as a self-

report measure, it may introduce response bias. Data were analyzed using descriptive statistics and

independent samples t-tests. In addition, Cohen’s d was calculated to assess practical significance, and a post-

hoc power analysis was conducted to evaluate the adequacy of the sample size.

This section provides the background information and analysis of the participants' experiences with the use of

metacognitive learning strategies by undergraduate students enrolled in Mandarin and Arabic language

table 1 are greater than 0.70. Therefore, the scale of all the items in this study can be considered as having high

reliability and validity.

Table 2: Overall metacognitive learning strategies used by the Degree Students

Descriptive statistics showed that participants used more internally focused techniques than externally oriented

ones (see Table 2). The most frequently used strategies included thinking about learning progress (M = 4.09,

SD = 0.83), trying to become a better learner (M = 4.04, SD = 0.81), and paying attention when someone was

speaking (M = 3.97, SD = 0.85). In contrast, the least frequently used strategies were looking for people to

converse with (M = 3.57, SD = 0.94) and planning study schedules (M = 3.62, SD = 0.84).

than seeking conversation partners (O’Malley & Chamot, 1990; Zhang & Goh, 2006).