Exploring the use of metacognitive strategies in the technology-enhanced classroom: the beginner language learner experience

Exploring the use of metacognitive strategies in the technology-enhanced classroom: the beginner language learner experience

This action research study was initiated to establish new knowledge about the effects of metacognitive awareness raising amongst early adult foreign language learners. The study explores their use of metacognitive strategies in technology-enhanced classrooms at the first year college level Spanish in Canada. As part of the regular course syllabus, eight participants received explicit instruction in class on strategic learning, as well as on the use of technological tools (iLrn, Moodle, YouTube, Collaborate). The first cycle of the study established rapport between the practitioner-researcher and the learners, providing preparation and support for learning Spanish, employing strategic actions and using digital resources. Analysis of the interactions and reflections on selected collaborative multimodal tasks in cycles two, three and four identified how early foreign language learners process information for a deeper understanding of themselves as language learners and develop autonomous learning strategies. The data collection instruments employed over the four cycles of action research included pre- and post-treatment questionnaires, audio transcripts of participant task interactions, participant post-task self-reflections, practitioner-researcher observations and reflections, and selected interviews. The study established that even at the early stages of their foreign language processing early adult foreign language learners benefit from metacognitive awareness-raising instruction and teacher support. Findings showed that learners used a targeted repertoire of strategies to manage their learning in the technology-enhanced language classroom. There was an observed increase in their self-efficacy and autonomous behaviours. Understanding the learners’ perceptions and experiences was central to the pedagogical knowledge that was gained by the teacher-researcher as a means of informing teaching practice to enhance the beginner language learner experience. The action research design and findings emphasize the importance of the role of the language teacher to be a digitally literate, metacognitively-aware task designer and support guide for the learners. The study has demonstrated that adult early foreign language learners in a contemporary technology-enhanced language classroom benefitted from a holistic approach to developing cognitive and metacognitive strategies in teaching and learning.