RELATIONSHIP BETWEEN METACOGNITIVE LEARNING STRATEGIES AND PROFICIENCY IN EFL CLASSROOM IN CHILE

Abstract

Purpose of the study: The main aim of the present study is to analyze and explain the use of metacognitive strategies in learning English as a foreign language (EFL) in Chile. To comprehend the metacognitive strategy usage of EFL learners, Oxford´s (1990) Strategy Inventory for Language Learning (SILL) was used in this study.
 Methodology: The present research is a quantitative study within the characteristics of the descriptive correlational framework in which the metacognitive strategies used by participants were examined in a university EFL setting. Further, the mid-semester grades were used for quantifying proficiency to see the correlation between proficiency and the use of metacognitive strategies.
 Main Findings: Results showed that the participants used metacognitive strategies more frequently with an average use of 4.16. Two groups of strategies showed a positive relationship with language performance; cognitive (r=.26) and metacognitive strategies (r=.585). The measured R² (coefficient of determination) was found to be .342 which means 34% of the variance for the language proficiency of the participants was explained by metacognitive strategy use.
 Applications of this study: The results of this study can be applied by the language teachers in their classroom teaching practices and by researchers for furthering their research in the field of language learning strategies. It can also be used by the students to facilitate their learning process.
 Novelty/Originality of this study: The present study is a contribution to our understanding of how the learners use metacognitive skills and strategies in learning a foreign language. Language teachers can use these strategies in their classroom for successful learning.