| Titre : | Exploring the Connection Between Metacognition and Academic Achievement : A Case Study of Third-Year EFL Students of Dr Moulay Taher University |
| Auteurs : | MEDJAHED NOUR, Auteur ; Dr. N. MAROUF, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | Dr. Moulay Tahar University, Saida Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 56p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | Academic achievement, Autonomy, EFL students, EFL teachers, Educational Context, Metacognition, Saida University |
| Résumé : | Understanding and controlling one's own thinking can sometimes be challenging and surprisingly, one needs more practice to perform these skills easily. This is what is called metacognition, a skill that a lot do ignore its importance and influence on human behavior and performance especially in the educational context. Thus, the present research study aims to investigate and explore the connection between metacognition and academic achievement among third-year EFL students at Saida University of Dr Moulay Taher, it also aims at assessing students' metacognitive awareness as well as teachers' perspectives and attitudes toward this skill. To achieve the research aims the case study was selected using two research tools for data collection: a questionnaire for (70) students, and structured interviews for ( 08 ) EFL teachers from the English department of Saida University. The findings revealed a Significant lack of awareness among most third-year students due to the lack of formal training and instruction that was confirmed by the teachers where none of these skills were included in students' curriculum courses, as well as the results showed a very strong positive relationship between metacognition and academic performance, confirming that students who demonstrate stronger metacognitive skills tend to perform better academically than those who don't. At the end of this research, a series of recommendations were suggested to both the EFL teachers and the learners to foster and implement metacognitive skills in their learning process such as: including metacognitive activities in lessons across different subjects, Encouraging students to take more control of their learning which will increase their autonomy and give students feedback that focuses on how they think, not just their answers. |
| Note de contenu : |
Table of Content
Declaration of Originality...................................................................................I Dedication............................................................................................................II Acknowledgments.............................................................................................III Abstract............................................................................................................. IV Table of Content .................................................................................................V List of Tables....................................................................................................VII List of Figures................................................................................................ VIII List of Abbreviations........................................................................................ IX General Introduction ..........................................................................................2 Chapter One: Literature Review.......................................................................4 1.1 Introduction.................................................................................................................... 5 1.2 Definition of Metacognition.............................................................................................. 5 1.3 Cognition and Metacognition ....................................................................................... 7 1.4 Metacognition Component............................................................................................... 8 1.4.1 Metacognitive Knowledge ......................................................................................... 8 1.4.2 Metacognitive experiences......................................................................................... 9 1.4 Metacognition in Educational Setting................................................................................. 9 1.4.1 Self-Regulated Learning........................................................................................... 11 1.4.2 Winne and Hadwin SRL model .................................................................................. 11 1.5 Metacognition and Academic Performance ...................................................................... 12 1.6Metacognition in EFL Learning ......................................................................................... 14 1.7 Metacognition From The Algerian Context....................................................................... 16 1.8 Conclusion.................................................................................................................... 17 Chapter Two: Methodology..............................................................................18 2.1 Introduction.................................................................................................................. 19 2.2 Methodology ................................................................................................................ 19 2.3 Type of Research Design................................................................................................. 21 2.3 Population and Sample .................................................................................................. 21 2.4 Research Setting............................................................................................................ 22 2.5 Data Collection.............................................................................................................. 22 2.5.1 Questionnaire ......................................................................................................... 22 VI 2.5.2 Teacher’s Interview.................................................................................................. 24 2.6 Limitations.................................................................................................................... 27 2.7 Conclusion.................................................................................................................... 27 Chapter Three: Data Analysis and Interpretation.........................................28 3.1 Introduction.................................................................................................................. 29 3.2 Data analysis................................................................................................................. 29 3.2.1 Questionnaire Results Analysis.................................................................................. 29 3.2.2 Teachers Interview Analysis...................................................................................... 36 3.3 Interpretation and Discussion of the Main Findings ........................................................... 40 3.4 Recommendations......................................................................................................... 42 3.5 Conclusion.................................................................................................................... 43 General conclusion............................................................................................44 References ..........................................................................................................47 Appendices.........................................................................................................52 Appendix A ........................................................................................................................ 52 Students Questionnaire ................................................................................................... 52 Appendix B ........................................................................................................................ 55 Teachers Interview .......................................................................................................... 55 56 ............................................................................................................................... الملخص |
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