المجلة الجزائرية للأبحاث والدراسات
Volume 7, Numéro 4, Pages 104-118
2024-10-31
Metacognitive Knowledge Of Efl Learners In Exam Preparation
Authors : Hadji Sabrina . Beleulmi Saliha .
Abstract
Metacognitive knowledge or knowledge of cognition is fundamental in building students’ knowledge about themselves, the strategies they use when learning, and the conditions under which these strategies are used. This study aims to assess the awareness of metacognitive knowledge among third-year EFL students when they engage in their exam preparation. It also seeks to discern the types of metacognitive knowledge that students are more aware of, as well as those of which they are less aware. Accordingly, a 5-points Likert scale survey was administered to a randomly selected sample consisting of 120 third-year EFL students at Mohamed Seddik Ben Yahia, Jijel University. The subsequent analysis of the data revealed a high level of awareness regarding students’ metacognitive knowledge. Specifically, the findings indicated that third-year students demonstrated a high level of awareness regarding their declarative and procedural knowledge while demonstrating a medium level of awareness for their conditional knowledge. This study sheds light on the varying degrees of metacognitive knowledge awareness among EFL students, offering valuable insights into their cognitive processes during exam preparation. Eventually, by recognizing these levels of metacognitive awareness, educators and curriculum designers can tailor instructional approaches to address specific areas of metacognitive development, ultimately optimizing students' exam preparation.
Keywords
Exam Preparation ; Metacognitive Knowledge ; Metacognitive Awareness ; Declarative Knowledge ; Procedural Knowledge ; Conditional Knowledge
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