Ascertaining Requisite Metacognitive Elements of Input through the Exploration of Language Learners’ Cognitive Characteristics

Abstract

Cognitive theory emphasizes language learning as a conscious and reasoned thinking process involved in the use of deliberate learning strategies. Exploration of the cognitive characteristics of learner provides benchmarks to define metacognitive components required, thus easing the planning of input in an English as Second Language (ESL) classroom. In view of espousing deliberate learning strategies in input, this study identifies due metacognitive components for ESL input upon diagnosing the cognitive characteristics of learners. The research questions include, what cognitive strategies learners do possess, what correlative natures are visible in cognitive strategies in learner possession, and which metacognitive components are to be espoused in ESL input. Proposing a questionnaire aligned with the taxonomy of metacognition, its viability for investigating prevalent learner cognitive/metacognitive characteristics is tested. The survey among 110 engineering undergraduates provides qualitative data about learner traits reflective of metacognitive behaviors. Responses were collected in a Likert scale corresponding to a defined metacognitive scale, and the cumulative means of the responses against each aspect of metacognition are stratified in a radar chart forming the learner portfolio of metacognitive strategy in use. Correlative tests are executed among prevailing cognitive traits seeking evidences for the unified nature of learner metacognitive behaviours. Results proved the prevalence of metacognitive strategies through evidences of learners’ metacognitive feelings and judgements besides a proven correlation among planning, monitoring and control behaviors towards enabling metacognitive feelings/judgements. Precision of the diagnostic tool and the cohesive visibility of the metacognitive portfolio remain significant results with opportunity for further research.