ERIC Number: EJ1011194
Record Type: Journal
Publication Date: 2013
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-4820
EISSN: N/A
Available Date: N/A
Cognitive and Metacognitive Learning Strategies among Arabic Language Students
Yusri, Ghazali; Rahimi, Nik Mohd; Shah, Parilah M.; Wah, Wan Haslina
Interactive Learning Environments, v21 n3 p290-300 2013
This study investigates cognitive and metacognitive strategies in learning oral Arabic among students at Universiti Teknologi MARA (UiTM), Malaysia. The concept of these strategies was derived from the self-regulated learning framework, which consists of five components, namely rehearsal, elaboration, organization, critical thinking, and metacognitive strategies. The purposes of this study are to investigate the level of cognitive and metacognitive strategies used (1) among UiTM students; (2) between students with different prior experiences, namely, some of them had an experience of 5 years in learning Arabic in secondary school (abbreviated by SWE) and some of them did not have any experience at all (abbreviated by SNE); (3) between students of different gender; and (4) between students with the interaction of different gender and prior experience. The sample of this study consists of 183 students and employs a questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ). The study revealed that (1) all UiTM students used cognitive and metacognitive strategies at a moderate level; (2) SWE scored significantly higher than SNE in all five components of cognitive and metacognitive strategies; (3) females scored significantly higher than males in rehearsal, organization, and metacognitive strategies; and (4) there were no statistically significant differences noted in all components between students with the interaction of prior experience and gender. This study had some classroom implications. It suggested that some improvement and changes in learning oral Arabic should be made in terms of selecting learning materials, implementing oral Arabic activities, and learning tasks, which will stimulate the use of all strategies, as well as conducting proficiency tests instead of achievement tests. Students should also be exposed to the learning techniques which used all these strategies extensively and collaborative activities may be carried out among students with mixed prior experience and gender. (Contains 5 tables.)
Descriptors: Foreign Countries, Semitic Languages, Second Language Learning, Learning Strategies, Metacognition, College Students, Critical Thinking, Oral Language, Gender Differences, Prior Learning, Questionnaires, Second Language Instruction, Instructional Materials, Language Tests, Language Proficiency, Learning Activities, Multivariate Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malaysia
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A
Author Affiliations: N/A