Learning Traits Research Articles

An Analytical Study of Acquiring English Communication Skills for Employability being Affected by Societal Factors and Own Personality Traits of Learners of Technical Graduates in India

English Communication Skills have proved to be an integral skill in employment skills. Students graduating in a wide range of disciplines face a number of difficulties in learning the English language especially when they focus on their areas of specializations. It has become a major issue. With reference to the page no 29 of India Skills Report 2023, the employment ratio of Bachelor of Engineering/Bachelor of Technology and Master of Business Administration was 57.44% and 60.1% respectively and the same was 55.15% and 55.09% in the respective fields in 2022 when Communication Skills were kept at the top (page no 9, India Skills Report 2022) in the list of key skills of Digital Age. English proved to be a game changer in terms of enhancing employability scope (Page 20, 21, 45, 47, 53, 54, 55; India Skills Report 2022) and a number of cities and states performed better with more focus on developing English Communication skills of university students. This study is primarily based on looking into social and affective factors affecting English language acquisition skills. It is absolutely relevant to the course developer, policy makers as well as academicians to understand what factors affect the language acquisition capacities of learners and necessary modifications can be initiated accordingly. This is an analytical study and it ascertains the significance of language affective factors from a rapid evidence assessment report submitted by EEF at University of oxford, Department of Education in July 2020 and a similar research project was conducted by Takayo Nitta at the University of Western Cape in South Africa on non-natives learning English and facing similar challenges in social, affective and cognitive areas. This is a qualitative study and secondary data is collected from the research project conducted at the University of Western Cape since learners were from a non-native country only where existing language learning culture is found to be utmost similar and problems are also identical.

Seeing to understand better? The interplay between cognitive traits and nonverbal visual cues in L2 video comprehension

This study delves into the relationship between the cognitive traits of L2 learners and nonverbal visual scaffolds, specifically beat gestures and facial articulatory features, embedded in training materials. These scaffolds have been proven to enhance L1 comprehension. The research further investigates how this relationship impacts the effects of these scaffolds on learners' comprehension performance post-training. For this purpose, the study recruited 120 English as a Foreign Language (EFL) learners aged 20–24, all at the B2 level of English proficiency, for a 4-week hybrid instructional period. The findings suggest that working memory (WM) plays a significant role in L2 learners' processing of nonverbal visual cues. High-WM learners showed improved comprehension with facial cues, while low-WM individuals leaned towards treatments with fewer nonverbal cues. Additionally, learners’ modality preferences were pivotal for their comprehension. Auditory verbalizers—those who prefer spoken texts—favored treatments emphasizing auditory elements. In contrast, textual verbalizers—those inclined towards written texts and with high working memory—benefited more from exposure to rich nonverbal cues. This study highlights the importance of a balanced instructional strategy that integrates both verbal and nonverbal cues, tailored specifically for learners with distinct cognitive traits and preferences.

A Literature Review on Cooperative Learning to Improve EFL Students’ Learning Motivation

Purpose: The gender-related research discrepancy makes it clear that understanding why cooperative learning effectiveness differs by gender is one of the goals of the current study. Another goal is to investigate the changes in grade-level-based supportive knowledge effectiveness. Theoretical framework: . A collection project's success is the outcome of the aids made by the participants and the guiding principles that they are all committed to. It may be difficult to include individual contributions in the evaluation and appraisal of the group's overall effort. Second, students with diverse backgrounds may have a range of cultures, values, worldviews, and life experiences. Design/methodology/approach: A successful educational method that supports such an method is supportive knowledge, which consists of “some related methods of organizing classroom instruction to achieve common knowledge goals via cooperation”. This method to knowledge is based on the idea that individuals actively choose, change, and interpret the information. Findings: As a result, they can settle disputes, make required changes, and eventually provide superior results. All learners can benefit from cooperative learning after these conditions have been satisfied, with certain variations owing to particular learner traits. The findings of this study provide educators with more empirical support for the use of effective interactive teaching techniques to boost student motivation and enhance learning outcomes. Research, Practical & Social implications: Recent research has demonstrated that training based on constructivism and collaborative principles affects learning results in a variety of academic areas. Originality/value: The outcomes of cooperative learning will be more likely and the findings will be more reliable. The gender-related research discrepancy makes it clear that understanding why cooperative learning effectiveness differs by gender is one of the goals of the current study.

Toward an intentional model aware of learner cognitive traits for pedagogical process guidance

Previous research on adaptive learning successfully demonstrated that use of Intentional Model for Educational Processes Guidance has gained popularity in Intelligent Tutoring System. Within this context, the novelty of this version of Intentional Model of Pedagogical Process Guidance (IMPPG) is the effectiveness use of Cognitive Trait Model to be aware of different traits of learner. The proposed model leads to generate an individualized learning for each learner by selecting the most appropriate pedagogical process according to the actual preferences of the tutor and the cognitive traits of learner. In fact, this model couples the pedagogical intention with the pedagogical strategies and provides a multitude of paths between learner intentions. Based on the cognitive traits of the individual learners and the corresponding pedagogical method or the individual teaching style, the ITS adopts the proposed model to adaptively support the tutor to achieve his/he intention through the selected strategy. This model has been experimented and assessed with tutors and students learning spreadsheet management in a first-year studying in applied license’s degree in Business English and applied license’s degree in Education. The first results show that the intentions and the strategies selected by our model were relevant according to students’ needs and tutors’ preferences. In the initial tests, the process model has met what was expected, however, more studies with experiments must be carried out. The primary results are reported and discussed in the paper; several lessons learned from the experience and potential improvements are also included.

대학 원격수업에서 디지털리터러시, 자기조절 수준에 영향을 미치는 학습자특성 및 만족도 요인에 대한 로지스틱 회귀분석

Purpose: This study was conducted with the purpose of predicting the learner traits and satisfactionfactors that affect the digital literacy and self-regulation levels of students who have taken a universitycourse with distance learning.
 Methods: This study was conducted through a survey given to all students who took a distance learningcourse in the second semester of 2020 at C University in Chungbuk province. Of the 419 valid surveys332 subjects were analyzed excluding the average values of digital literacy and self-regulation. Followingthis the 332 subjects were again divided into upper and lower groups by variables. Binary logisticregression was then performed. Moreover, multinominal logistic regression was performed by dividingthe group into four groups lower-lower, upper-lower, lower-upper and upper-upper.
 Results: The main research results are as follows. First, the possibility that the lower digital literacygroup would not think it was convenient because they could take the course any place they wanted,and the possibility that thought the class method was appropriate increased. Second, the self-regulationlower group was found to be more likely to think that the guidance for academic affairs and distancelearning was not appropriate. Third, compared to the digital literacy and self-regulation the upper-uppergroup, the lower-lower group was more likely to think that the class method was appropriate, andthe belief that the guidance for academic affairs was not appropriate increased. The lower-upper classwas more likely to think that the attendance check recognition method was not clear. Furthermore,the upper-lower groups were found to be more likely to have lower grades.
 Conclusion: In conclusion, it is necessary to apply a differentiated class management strategy reflectingthe group characteristics according to the level of digital literacy and self-regulation.

A systematic review of meta-analyses in second language research: current practices, issues, and recommendations

Abstract This study provides a systematic review of the methodological features of meta-analyses in second language learning. The synthesis aims to inform how meta-analyses in L2 learning have been conducted, evaluate whether methodological decisions are aligned with norms and standards, identify issues, and suggest solutions based on expert advice, statistical guides, and best practices. A total of 120 meta-analyses were retrieved and coded for key features related to bibliographic and demographic characteristics, search and selection, publication bias, quality control, data coding, data analysis, and effect size interpretation. The synthesis showed that 98 meta-analyses examined the effectiveness of instructional treatments, 21 investigated correlations, and one explored the occurrence of events. These meta-analyses included an average of 37 primary studies (range = 9–302). Common selection criteria the meta-analyses applied included publication type, availability of data for effect size calculation, learner traits, learners’ target languages, publication dates, publication language, independent variables, and dependent variables. Major strategies used to detect publication bias included creating a funnel plot, using trim-and-fill analysis, and calculating a fail-safe N. Typical moderators examined in the meta-analyses related to research context, treatment features, sample characteristics, and outcome measures. The synthesis also identified a number of issues, including failure to report key features such as model selection (fixed- vs. random-effects model), effect size weighting, and so on; conducting moderator analysis based on very small cell sizes (e.g., only one study in a subgroup); lack of justification for certain methodological decisions such as using d instead of g, using confidence intervals rather than Q-tests to identify significant moderators; lack of quality control; and confounding study-based and synthesis-based moderators. We offer advice on identified issues and call for more transparency of reporting.

Examining Chinese university students’ digital nativity and its effect on their intentions to use technology in English learning

Digital natives demonstrate distinct characteristics compared with digital immigrants. Considering the importance of analyzing learner traits in language education, this study explores Chinese EFL learners’ digital nativity and its effects on their intentions to use technology for learning English. A questionnaire was used to collect responses from 109 university students. Results from data analyses suggested that Chinese EFL students had positive responses to digital nativity and behavioral intentions to use technology. In addition, growing up with technology and striving for instant rewards significantly influenced their technology-using intentions, while the influences from comfortable with multitasking and reliant on graphics for communication did not achieve significant levels. Based on the findings, the study provides some suggestions to governments, policymakers, and teachers to consider students’ features when promoting technology-enhanced language teaching and learning.

Little Dim Sum Warriors: Translanguaging of Chinese and English in Educational Comic Books for Bilingual Children

Comic books used to serve the purpose of entertainment; nowadays, they also provide one of the most innovative ways of learning. Not only do they stimulate brains with the visual mode, but they can also function as more effective teaching and learning resources with the usage of two modes: text and image. Referring to Kress’ (2010) framework on modes, this study investigates the translanguaging aspects of Little Dim Sum Warriors, a series of educational comic books with young bilingual or multilingual speakers as the target audience. This study focuses on how translanguaging, that is the fluid language practices of bilingual speakers (Wei, 2018), is present effectively in comic books by making use of Chinese culture (the learners’ home culture) when targeting English (learners’ target language) proficiency. In conducting the study, we analysed two storybooks of the series and collected the translanguaging practices found in both text and image formats. In our analysis we use Royce’s (1998) Intersemiotic Complementarity framework to assess the relation between verbal and visual modes. The results show that the translanguaging practices in comic books are divided into three forms: text, visual, and context-meaning. These practices help the audience understand foreign language and culture in a creative way, which fits the traits of young learners. Hence, keeping their attention in language learning intact. Keywords: comic books; language learning; intersemiotic complementarity; multimodality; translanguaging

An investigation of multicultural personality traits of EFL learners in English as a medium of instruction setting: The case of Saudi Arabia.

Many studies have investigated the effect of multilingualism on improving personality traits, namely cultural empathy, open-mindedness, flexibility, emotional stability, and social initiative of international students, or students in an international degree program. However, few studies have examined such an issue for EFL learners as they further their academic levels in English as a medium of instruction (EMI) setting. The main tool used in this exploratory descriptive study was the short version (40 items) of the multicultural personality questionnaire (MPQ) that was developed by Van der Zee et al. Five hundred and seventy-seven Saudi female EFL undergraduates participated voluntarily across various academic levels (1–8), as well as recently graduated students; all of whom were exposed to various amounts of EMI. Prior to the study and before administering the questionnaire, the IELTS test was used to measure language proficiency of EFL learners to make sure that the collected data of the MPQ were analyzed statistically to generate means and standard deviations. The results of ANOVA test revealed that not only did all participants improved in cultural empathy followed by open-mindedness, but their improvement of the other dimensions of flexibility, social initiative, and emotional stability appeared to be randomly similar between only two or three groups of academic levels. The results also showed that there was no gradual sequence of developments or deterioration of any multicultural personality dimensions as students advanced in their academic levels or as a result of getting exposed to various amounts of EMI. Finally, this research provides some implications related to widening the scope of the study for further research such as comparing trilingual and bilingual learners and modifying the diagnostic ability of the MPQ.

Interplaying Factors of Students Personal Characteristics in Online Learning Modality: Evidence in Asian Context

Mapping the multidimensional impact of learner attributes on behavior demonstrates the importance of models in learning. To this purpose, we examined the correlations between strategies and student characteristics and utilized regression analysis to determine how learner attributes affect strategy selection. A cross-sectional study of 258 students demonstrated widespread strategy use, as well as statistically significant connections within and between the Strategy Inventory for Language Learning and Student Characteristics of Learning measures. Regression analysis found distinctions in the types of learner characteristics associated with strategy adoption, most notably between direct and indirect strategies. Instrumental motivation predicted both direct and indirect Strategy Inventory for Language Learning scores, but self-efficacy affected memory, cognitive, and compensatory strategies, and perseverance predicted reported metacognitive and emotional strategy choice levels. Additionally, a negative route coefficient occurred between persistence and compensation techniques and between competition and memory strategies, implying mediation and a high degree of complexity in the way learner traits impact behavior. The present study's findings have implications for prospective instructor techniques for motivating students to become fully involved in language learning via the online procedure.

Zimbabwean PreClinical Medical Students Use of Deep and Strategic Study Approaches to Learn Anatomy at Two New Medical Schools.

Anatomy is a challenging preclinical subject owing to the vast amount of information that students need to master. The adoption of relevant study approaches is key to the development of a long-lasting understanding of anatomical subject matter. Phenomenographic educational research describes the medical students as using a variable mix of deep, strategic, and surface approaches to study. Continually assessing students' learning preferences and approaches is crucial for achieving the desired learning outcomes. The approaches to studying anatomy in two groups of first-year Zimbabwean medical students from two newly established medical schools were collected using the Approaches and Study Skills Inventory for Students (ASSIST) instrument and than analyzed. At least 90% of the students believed that anatomy involved reproducing knowledge or personal understanding and development. Overall, the majority of the students adopted deep and strategic approaches, while a distant minority used the surface approach. There was no significant correlation between either the students' sex or age and their preference for a specific approach to studying. The mean anatomy grades for students using a strategic approach were significantly higher than those using deep or surface approaches. The number of strategic learners was double that of deep learners among the high achievers subgroup. The strategic approach positively correlated with performance in examinations. Generally, the students shared a common understanding of the concept of anatomy learning. Studies such as this can assist with the identification of students at risk of failure and empower lecturers to recommend the adoption of more beneficial strategic and deep learner traits.

Analysis of learner demographics from a massive open online course in oral medicine

<h3>Objectives</h3> The aims of this study were as follows: (1) to review the learning impact of The Oral Cavity: Portal to Health and Disease (TOC), a massive open online course in oral medicine developed by Penn Dental Medicine using the Coursera platform; and (2) to analyze course enrollment to determine worldwide interest in accessible, high-quality oral medicine education. <h3>Methods</h3> The authors analyzed Coursera learner statistics to critically evaluate learner traits and course engagement for TOC, which launched on September 17, 2017, and covers topics relevant to oral medicine and the interprofessional relationship between dentistry and medicine. <h3>Results</h3> To date, TOC has garnered 16,653 visitors, 4,318 of whom have enrolled and demonstrate approximately steady continued monthly and daily engagement. Most learners are between 25 and 34 years of age, and 54% are female, reflecting interest in acquiring oral medicine–related knowledge in this demographic. TOC includes more participants than Coursera averages who have obtained professional and doctoral degrees. TOC participants also include more individuals who are unemployed, employed part time, and self-employed, demonstrating a broad range of participants. Some participants have successfully applied to and enrolled in dental schools and oral medicine residency programs, including at the University of Pennsylvania. Enrollees are from 6 continents, with higher proportions of learners than other courses on the platform being from Africa and Asia. The countries with the highest proportions of participants include the United States, India, Egypt, the United Kingdom, and Brazil, demonstrating a geographically wide interest among these participants. One hundred twenty-six learners have rated the course with 4.9 of 5 stars; 95% of participants have given the course a "thumbs up"; and many submit positive reviews, including one individual who remarked, "It is a great course for dental students who want to know how systemic diseases or conditions may affect in [sic] the Oral Cavity." <h3>Conclusions</h3> Coursera is a worldwide technology platform that hosts free courses spanning various levels and disciplines. TOC presents an opportunity to learn oral medicine and interprofessional health care concepts for individuals with interests in dental, medical, and allied health professions. High learner engagement with wide global distribution demonstrates interest in oral medicine–related education worldwide.

Standardized Achievement Testing, Aptitude Testing, and Attitude Testing: How Similar or Different are these Concepts in Educational Assessment?

Testing is an inevitable issue in educational and psychological measurement and assessment. Over the years, several tests and testing mechanisms have been developed to assess different latent traits of learners or examinees. Of these testing forms, standardized achievement, aptitude and attitude testing have taken the forefronts in education, psychology, and research. Whereas these concepts are distinct, they, however, play similar roles which have been misconceived by many, especially those without expertise in educational assessment and measurement. The aim of this paper is to compare standardized achievement testing, aptitude testing, and attitude testing, using a narrative literature review approach. The paper provides a synthesis of gathered information that delineates conditions necessary for the utilization of each testing approach.

The role of universities in achieving sustainable development of society through university youth

University education is the basis within which many personal traits of learners grow, and the value of any educational system is determined by its ability to achieve its goals, as education is considered one of the most important components in peoples' lives, as it is through it that human thought, cultural and political awareness, and social role are formed. The criteria for success and failure in any educational system lies in the ability of that system to achieve its goals, or its failure to do so. In view of the exposure of societies - in recent decades to many changes that included various aspects of life, which had a direct impact on what society and its institutions expect from education, it became necessary for this to be accompanied by a change in the objectives, contents and methods of education. And since the educational system is part of the societal system that educates the individual and prepares him for his contemporary and future life, the roles of community institutions overlap with each other, and their roles are complementary in order to provide the individual with knowledge, trends and values to shape the person’s personality and behavior as it is the basis for achieving sustainable development for his society. Modern must be accompanied by human building to meet the challenges of the times.

현대영어교육 학술지 20년: 읽기 및 쓰기 관련 연구 동향 분석

This study aims to review the literacy-related articles published in the journal, Modern English Education, in commemoration of its 20 years of history from 2000 to 2019. A total of 182 literacy-related papers (27.62%) out of 659 articles have been published over the past twenty years. These were reviewed in terms of three perspectives: main research themes, the subjects’ levels of proficiency, and research methodology. This study revealed that the research on reading has been productive in the area of teacher and learner traits, and vocabulary teaching and learning whereas the research on writing has been fertile in the field of text analysis and teacher and learner traits. This review indicated that more research related assessment and technology use is required in the future. In addition, this review showed that the subjects were skewed, and studies were mostly conducted at the college level. Therefore, the future research should balance the subjects’ levels more. As for research methodology, the articles displayed a heavy reliance on quantitative methods, requiring more qualitative research and integration of qualitative and quantitative research in the future.

Introduction to dental medicine: Analysis of a massive open online course in dentistry.

This study aims to: (1) assess learner demographics of Introduction to Dental Medicine (IDM), an early Massive Open Online Course (MOOC) developed for the Coursera platform and (2) analyze course enrollment to determine worldwide interest in accessible, high-quality dental education. The authors review the development and organization of IDM and present learner statistics to critically evaluate learner traits and course engagement for IDM. IDM has been available since June 15, 2015, and as of March 1, 2020, gained 90,374 visitors, of whom 16,739 have enrolled and demonstrate continued monthly and daily engagement. Learners represent all age groups and genders and include participants of all educational and employment backgrounds, reflecting broad interest in dental knowledge. They originate from 6 continents with the largest percentages of learners from countries including the United States, Egypt, India, and the United Kingdom. IDM learners have provided positive feedback, rating the course 4.8/5 stars and often providing individual accounts of the benefit of their experiences. IDM presented an opportunity to learn general dental concepts. The course served to increase familiarity in the field for all learners, including health professionals, patients, and anyone with an interest in the subject. It also served as preparation for or to expand education in dental, medical, and allied health professions. High learner engagement with wide global distribution demonstrated interest in dental education worldwide.

Strengths in numbers: Assessing the use of StrengthsFinder 2.0 in a pharmacy residency program.

To quantify the trends of StrengthsFinder 2.0 domains and traits in pharmacy residents within a single residency program. To recognize and discuss the application of resident StrengthsFinder 2.0 traits within a residency program. This is a retrospective review of StrengthsFinder 2.0 domains and traits among first- and second-year postgraduate year (PGY) pharmacy residents over the past 6 years in a community-based health system. Perspectives on the utility of the StrengthsFinder 2.0 assessment within a residency program, from the viewpoints of a residency program director, a system director of pharmacy, and a current resident, were also obtained and recorded. A total of 34 residents with 170 StrengthsFinder 2.0 traits were included in this data analysis. The top StrengthsFinder 2.0 domains of all pharmacy residents were Strategic Thinking and Relationship Building, being exhibited by 36% and 28%, respectively. Learner, Achiever, Harmony, Input, and Restorative were found to be the most frequently reported StrengthsFinder 2.0 traits among all pharmacy residents examined. Learner and Harmony were found to be the top traits of first-year pharmacy residents (11% and 9%), while Achiever and Learner were the most common traits found in the second-year pharmacy residents (13% and 10%). The system pharmacy director, residency program director, and current resident agreed that the assessment tool enhances the resident experience. However, each has their own perspective on the benefits of the StrengthsFinder assessment with respect to the residency program. Overall, the top 5 StrengthsFinder 2.0 traits seen in pharmacy residents who have completed a PGY1 or PGY2 residency at Lee Health were: Learner (18%), Achiever (9%), Harmony (7%), Input (6%), and Restorative (6%). Achiever, Harmony, Learner, Input, and Restorative were found to be the most common traits across all categories reported. These trends are similar to those reported in previous studies of StrengthsFinder 2.0 assessment of pharmacy students and residents. Evaluating individual StrengthsFinder 2.0 traits at the start of the residency year provides a framework for each resident to complete ongoing self-evaluations. In addition, familiarity with the common traits seen within residents allows residency leadership members to make more thoughtful decisions regarding resident assignments for learning experiences or committee appointments.

An Analysis on the Effects of Educational Training of New Fire Officers on Job Implementation

Existing verification research for how effectively the educational training of new fire officers has been applied to actual fieldwork is extremely insignificant. This is because only a few studies have empirically verified job implementation according to job satisfaction, which is believed to have a great influence on various aspects such as learner traits, educational programs, and learning outcomes. Moreover, it is necessary to conduct an empirical investigation regarding the effects of learner traits, educational programs, and learning outcomes on disaster scenes and the job implementation of fire administration on new fire officers. This study aims to provide an empirical analysis of the effects of educational training of new fire officers on job implementation. It has been identified that learner traits and learning outcomes have an effect on job satisfaction. Accordingly, job satisfaction, educational programs, learning outcomes, and learner traits have a significant effect (P &lt; 0.05) on job implementation.

The Relationship between Personality Traits of Dayakese Students and Their Strategies in Learning Arabic as a Foreign Language

This study aims at finding out the relationship between personality traits and Arabic Language Learning Strategies (LLS) for the Dayakese learners of Islamic Senior High School Tumbang Samba, Central Kalimantan, Indonesia. Eighty one students were asked to participate in this study. The instruments used were the Big Five Personality Inventory (BFI) proposed by John (1990) and the Strategy Inventory for Language Learning (SILL) proposed by Oxford (1990). In analysing data, arithmetic mean, standard deviation and correlation coefficient of Pearson were used. The findings can be explained as follows. 1) The agreeableness and conscientiousness traits of Dayakese learners were at moderate levels, and the extroversion, neuroticism and openness to experience traits of them were at high levels. The most preferred personality trait was openness to experience. 2) The language learning strategies used by students on the six strategies were at different levels. The cognitive, compensation, affective and social strategies were at low levels. The memory and metacognitive strategies were at moderate levels. The most popularly strategy used was metacognitive strategies and the least strategy used was cognitive strategies. 3) Although there is not a statistically significant correlation between Dayakese learners ‘personality and Arabic language learning strategies generally, the significant correlations were found between neuroticism trait and memory, metacognitive, and social strategies; and between openness to experience trait and cognitive, compensation, metacognitive, affective and social strategies specifically.

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

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 dene 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 identies 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 re ective of metacognitive behaviors. Responses were collected in a Likert scale corresponding to a dened metacognitive scale, and the cumulative means of the responses against each aspect of metacognition are stratied 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 unied 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 signicant results with opportunity for further research.