Language Learning and Metacognition: An Intervention to Improve Second Language Classrooms

In the USA, the trend of increase in foreign language enrollments at the college level has suddenly begun to decline since 2009, despite the notion that learning multiple languages is becoming essential for effectively communicating with others from diverse native language backgrounds. This new decline may be due in part to inefficient and outdated foreign language courses. The current study examined the effect of how we assess our current knowledge and learning techniques (metacognition) on educational outcomes in hopes to improve the effectiveness of the university classrooms. College students were exposed to new metacognitive strategies that could benefit their language learning throughout the fall 2016 semester. Specifically, students were presented with new information every other week to improve their vocabulary building, listening skills, and writing skills. Hierarchical multiple linear regression provided evidence of a potential way to measure and promote metacognitive strategies that could be useful to language learners.

在美国，自2009年以来，尽管学习多种语言对于与来自不同母语背景的人有效沟通变得日益重要，但大学层面外语选修人数增加的趋势却突然开始下降。这种新的下降趋势可能部分源于外语课程的不高效和过时。本研究旨在探讨评估当前知识和学习技巧（元认知）对教育成果的影响，以期提升大学课堂的教学效果。在2016年秋季学期，大学生们接触到了可能有助于其语言学习的新的元认知策略。具体而言，学生每两周接受一次新的信息，以提升其词汇积累、听力技巧和写作能力。层次多重线性回归分析为测量和促进可能对语言学习者有益的元认知策略提供了一种潜在的途径。