Effectiveness of Metacognitive Interventions in Tertiary EFL Contexts: Evidence from a Systematic Review
Meechai Wongdaeng, EdD Student, School of Education, Durham University
Among the attempts to improve learning outcomes, the idea of promoting metacognition has been playing significant roles in policies and practices in higher education. Numerous studies, both primary and meta-analysis, have reported desirable effects of promoting metacognition to improve learning outcomes, minimise outcome gaps or develop self-regulated learners. However, the evidence of the effectiveness of metacognitive interventions in tertiary English as a Foreign Language (EFL) settings is still unclear as proper synthesis studies on such a scope remail scant. To redress the gap, this study adopted a systematic review approach to identify, examine and synthesise all the relevant studies on the effectiveness of metacognitive interventions in tertiary EFL contexts. The study outlines the conceptions of metacognitive processes and how they are used in English language education. It, then, reports the design and findings from the review to provide a more comprehensive overview of the metacognition-based research in tertiary EFL contexts.
Metacognition, systematic review, English as a foreign language, evidence-based evaluation