Effectiveness of Metacognitive Interventions in Tertiary EFL Contexts: Evidence from a Systematic Review and Meta-Analysis

Autor/inn/en	Wongdaeng, Meechai; Higgins, Steve
Titel	Effectiveness of Metacognitive Interventions in Tertiary EFL Contexts: Evidence from a Systematic Review and Meta-Analysis
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 4, S.795-811 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wongdaeng, Meechai) ORCID (Higgins, Steve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2146122
Schlagwörter	Research Reports; Intervention; English (Second Language); Second Language Learning; Second Language Instruction; Metacognition; Undergraduate Students; Teaching Methods; Instructional Effectiveness; Meta Analysis; Evidence Based Practice + Suchen Sie Ihr Suchwort? Research report; Forschungsbericht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Meta-analysis; Metaanalyse
Abstract	Purpose: Despite numerous studies reporting beneficial effects of metacognition for improving learning or developing self-regulated learners, the evidence from tertiary English as a Foreign Language (EFL) settings is still unclear as synthesis studies in this field remain rare. To address the gap, this study sought to identify, examine and synthesise relevant studies on the effectiveness of metacognitive interventions in tertiary EFL contexts. Design: The study adopted a systematic review approach to include all relevant studies that could be identified for analysis. Seven data sources were searched to identify studies which were, then, screened for relevance based on a pre-specified protocol. The included studies underwent data extraction and quality appraisal before data syntheses via a meta-analysis and a thematic synthesis. Findings: The results indicate the high potential of metacognitive interventions for EFL learners and the fundamental role of explicit instruction, clear pedagogical sequencing and the regulation of skills, rather than merely focusing on knowledge about metacognition, for the successful interventions. Moreover, limitations in the data quality suggest that more rigorous investigations are needed to provide a more overarching overview of the impact of metacognition-based studies in tertiary EFL contexts. Originality/Value: As synthesis studies on the topic are scarcely available in tertiary EFL contexts, this study can offer a more evident indication of the effectiveness of metacognitive instruction for EFL learners. From comprehensive and rigorous reviewing, it also proposes some practical guidelines and implications for further EFL policy and practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01