Arab World English Journal (AWEJ).Vol.6 No.1.2015                                                                        Pp.267- 279
DOI: https://dx.doi.org/10.24093/awej/vol6no1.21

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Could Explicit Training in Metacognition Improve Learners’ Autonomy and Responsibility? 

Brahim Machaal
Yanbu University College,
Saudi Arabia.

 

 

 

 Abstract:
 This paper aims at highlighting the importance of students’ training in metacognitive learning strategies as a way to build their autonomy and responsibility. It concerns itself with providing a practical educational model for college preparatory year programs. The suggested prototype is informed by a small scale research that involved 44 students and 14 EFL teachers in a college in Saudi Arabia , the findings of which suggest that students who join the program need explicit training in the use of metacognitive language learning strategies. The model also draws on the experience of the author as a teacher and manager of the English language center where the study took place. The collected data confirms what has been reported in the related literature and suggest that explicit training in the use of metacognitive learning strategies would help new college students to develop both autonomy and responsibility.
Keywords: learning Strategies, Metacognitive Strategies, EFL

Cite as: Machaal, B.  (2015). Could Explicit Training in Metacognition Improve Learners’ Autonomy and Responsibility?
Arab World English Journal, 8 (1).
DOI: https://dx.doi.org/10.24093/awej/vol6no1.21

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Brahim Machaal is an educator and researcher in the field of teaching English as a foreign
language. He holds a Doctoral degree in applied linguistics and TESOL and has taught English
and trained teachers in Morocco and Saudi Arabia. At the time of undertaking research for the
present paper, he was affiliated with Yanbu University College in Saudi Arabia.