THE EFFECTS OF METACOGNITION ON ACADEMIC ACHIEVEMENT IN ENGLISH AS A FOREIGN LANGUAGE
Keywords:
Metacognition, Academic Achievement, Language Learning, Metacognitive Awareness, English as a Foreign LanguageAbstract
This study examines the relationship between metacognitive awareness and academic achievement in English as a foreign language among secondary school students. The research was conducted in Konya, Turkey, with 164 students from 6th, 7th, and 8th grades. The Metacognitive Awareness Inventory (MAI) and students' English achievement scores were used to assess the relationship between metacognition and academic success. Pearson correlation analysis revealed a moderate positive relationship between metacognition and English achievement (r = 0.439, p < 0.01). Additionally, regression analysis indicated that metacognition significantly predicted academic achievement (β = 0.439, p < 0.001), explaining 18.8% of the variance (R² = 0.188). However, no significant differences were found in metacognitive awareness scores based on gender or grade level. The findings suggest that metacognitive skills play a crucial role in language learning success and should be integrated into instructional strategies to enhance student performance.
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