The development of metacognitive learning strategies during an intensive English course for English as Foreign Language (EFL) teachers.

Abstract

The purpose of this study was to determine the effect on eleven English teachers of an intervention focused on introducing metacognitive strategies of planning, self assessment and error analysis during an intensive ten week English course. To determine the effect of the intervention a mixed method study was used. Quantitative pre-post data was collected to determine change in the frequency of use of learning strategies using the Strategy Inventory for Learning Language (SILL) developed by Rebecca Oxford in 1990. In order to triangulate, qualitative data was collected through observations, document reviews and interviews. Data was analyzed using the six categories of the SILL (memory, compensation, cognitive, metacognitive, affective and social). Results showed that the teachers had an increase of 17 % in the metacognitive strategies and also had the highest frequency of use of the six categories. Memory had the highest increase of the six SILL categories which according to Oxford (1990) usually increases when metacognitive strategies are used. Evidence indicates that participants usually think of themselves as teachers rather than learners. Though they needed more time to use the strategies autonomously, at the end they were able to use them with guidance.