The Role of Metacognitive Learning Strategies on Self-Regulated Learning, Foreign Language Enjoyment, and Listening Performance

Laila Rochmawati, Tekat Sukomardojo, Didi Hariyanto, Dani Chandra Yudho Pranoto, Wachidah Ramadhanty Putri, Ivan Guntara Aji Saputra

Abstract


This study aims to investigate the impact of metacognitive learning strategies on self-regulated learning, foreign language enjoyment, and listening performance among students at the Surabaya Aviation Polytechnic. Utilizing a descriptive and correlational study design, the research examines hoe metacognitive strategies influence these variables. The subjects of the study are aviation students, with data collected through classroom observations, questionnaires to assess motivation levels, and tests to evaluate listening outcomes. Statistical analysis using two-way ANOVA at a significance level of 0.05 reveals significant effects of metacognitive strategies on self-regulated learning, foreign language enjoyment, and listening performance. The findings suggest that integrating metacognitive approaches in teaching can enhance students’ intrinsic motivation and improve their language skills. This research recommends that educators in aviation English incorporate metacognitive strategies to foster better learning environments and outcomes

Keywords


Metacognitive Learning Strategies; Self-Regulated Learning; Foreign Language Enjoyment; Listening Performance; Aviation English Education

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References


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DOI: http://dx.doi.org/10.17977/um048v31i2p253-262

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