Date of Graduation
Summer 2017
Degree
Master of Science in Psychology
Department
Psychology
Committee Chair
Erin Buchanan
Abstract
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 This new decline may be due in part to inefficient and outdated foreign language courses.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 that teaching students about metacognition and effective metacognitive strategies could benefit university language learners.
Keywords
language learning, metacognition, motivation, academic achievement, structured learning
Subject Categories
Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Other Linguistics
Copyright
© Rebecca Elise Knoph
Recommended Citation
Knoph, Rebecca Elise, "Language Learning and Metacognition: An Intervention to Improve Language Classrooms" (2017). MSU Graduate Theses. 3110.
https://bearworks.missouristate.edu/theses/3110
Open Access
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Other Linguistics Commons
