Cognitive and metacognitive learning strategies among Arabic language students

Ghazali Yusri, Nik Mohd Rahimi Nik Yusoff, Parilah Mohd. Shah, Wan Haslina Wah

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

This study investigates cognitive and metacognitive strategies in learning oral Arabic among students at Universiti Teknologi MARA (UiTM), Malaysia. The concept of these strategies was derived from the self-regulated learning framework, which consists of five components, namely rehearsal, elaboration, organization, critical thinking, and metacognitive strategies. The purposes of this study are to investigate the level of cognitive and metacognitive strategies used (1) among UiTM students; (2) between students with different prior experiences, namely, some of them had an experience of 5 years in learning Arabic in secondary school (abbreviated by SWE) and some of them did not have any experience at all (abbreviated by SNE); (3) between students of different gender; and (4) between students with the interaction of different gender and prior experience. The sample of this study consists of 183 students and employs a questionnaire adapted from the Motivated Strategies for Learning Questionnaire (MSLQ). The study revealed that (1) all UiTM students used cognitive and metacognitive strategies at a moderate level; (2) SWE scored significantly higher than SNE in all five components of cognitive and metacognitive strategies; (3) females scored significantly higher than males in rehearsal, organization, and metacognitive strategies; and (4) there were no statistically significant differences noted in all components between students with the interaction of prior experience and gender. This study had some classroom implications. It suggested that some improvement and changes in learning oral Arabic should be made in terms of selecting learning materials, implementing oral Arabic activities, and learning tasks, which will stimulate the use of all strategies, as well as conducting proficiency tests instead of achievement tests. Students should also be exposed to the learning techniques which used all these strategies extensively and collaborative activities may be carried out among students with mixed prior experience and gender.

Original languageEnglish
Pages (from-to)290-300
Number of pages11
JournalInteractive Learning Environments
Volume21
Issue number3
DOIs
Publication statusPublished - Jun 2013

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learning strategy
Students
language
student
learning
experience
gender
organization
questionnaire
achievement test
interaction
Malaysia
secondary school
classroom

Keywords

  • cognitive strategies
  • gender
  • metacognitive strategy
  • MSLQ
  • oral Arabic learning
  • prior experience
  • self-regulated learning

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

Cognitive and metacognitive learning strategies among Arabic language students. / Yusri, Ghazali; Nik Yusoff, Nik Mohd Rahimi; Mohd. Shah, Parilah; Wah, Wan Haslina.

In: Interactive Learning Environments, Vol. 21, No. 3, 06.2013, p. 290-300.

Research output: Contribution to journalArticle

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