Student Perceptions and Choices of Metacognitive Strategy Components in French Vocabulary Learning

Abstract

This study intends to create students' awareness toward the use of metacognitive strategy components and identify their choices of metacognitive strategy components after interventions. 45 students, who learnt French as a foreign language, participated in this study. Ellis’ Second Language Acquisition model and Metacognitive Learning Strategy Model from O'Malley & Chamot were used as a theoretical foundation and framework. Interview protocol was administered as the main research instrument to collect students' perceptions together with a questionnaire. The results were classified into metacognitive strategy components, which are planning, monitoring, and evaluation. Mixed methods research design utilising the  quasi-experimental design were used to investigate how students’ perceptions demonstrated their choice of strategies, which were administered before and after the interventions. Validity and reliability of the questionnaire were tested using SPSS. After three interventions using metacognitive strategy components, the results showed that students' perceptions affected choices of strategies; creating awareness among students. 68% of students used evaluation strategies, 54.93% used monitoring strategies, and only 35.93% used planning strategies.