The Effect of Metacognition on Independent Learning:

Abstract

The term metacognition is broadly defined as the individuals’ ability to understand and regulate their own cognitive processes. It is considered as an essential skill of self-regulated learning since it helps learners in becoming aware of their individual learning. Hence, this study is a fulfillment of the urgent need to make students aware of metacognitive strategies that facilitate their individual learning. It explores whether there is a relation between metacognition and independent learning. Additionally, it examines the impact of metacognitive knowledge and regulative knowledge on independent learning as well as on students’ academic achievement. This research work is a case study of 42 second-year EFL students at the Department of English at Medea University, Algeria. It uses a mixed method, including both quantitative and qualitative approaches. The data was collected through two questionnaires administered to both EFL students and teachers at Medea University. The findings revealed that the informants use metacognitive and self-regulation strategies in their learning however inadequately. In addition, the results showed a higher performance in the knowledge of cognition in comparison to the performance in the regulation of cognition. Finally, the results demonstrated that most participants use metacognitive strategies in their autonomous learning. This implies that independent learning and metacognitive strategies are two correlated factors. Most importantly, the findings proved that metacognitive strategies and independent learning foster EFL students’ academic achievement.