Teach less-proficient EFL learners metacognitive strategies, effort regulation, and help-seeking, supported by goal-setting training¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that instructors teach the three strategy factors that predicted proficiency, noting "these three factors are obviously pivotal for connecting with higher English proficiency, and they are teachable by instructors in educational settings." It further suggests goal-setting training to promote motivation in less-proficient learners, citing the recommendation that teachers help learners create personally important goals that are specific, short-term, and achievable, and provide relevant feedback about progress toward goals.

Design Implications¶

Context¶

Requirements¶

• Instructors provide appropriate teaching of metacognitive strategies, effort regulation, and coping with problems (help-seeking)

Constraints¶

• The study was correlational; the article suggests, but did not test, that teaching these strategies helps less-proficient learners overcome difficulties

Target Learners¶

• Less-proficient Japanese university EFL learners

Target Learning Goals¶

• English proficiency
• Metacognitive strategy use
• Effort regulation
• Help-seeking

Related Strategies¶

• Incorporate explicit direct instruction of metacognitive reading strategies into the reading curriculum
• Provide explicit teaching of SRL methods as structured guidance for regulating learning in online and blended settings

Examples¶

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Key Sources¶

• Fukuda, A. (2018). The Japanese EFL Learners' Self-Regulated Language Learning and Proficiency. Journal of Pan-Pacific Association of Applied Linguistics, 22(1), 65-87. https://doi.org/10.25256/PAAL.22.1.4