Metacognitive Awareness of Teachers of English as a Foreign Language

Yıl 2026, Sayı: Erken Görünüm [Online First], 271 - 306

Naile Canlı , Turan Paker

https://doi.org/10.9779/pauefd.1429378

Öz

The purpose of this study was to investigate in-service English language teachers' (ELTs) metacognitive awareness levels and how they integrate metacognitive strategies into their teaching practices and to identify the factors influencing their judgements. Using a sequential explanatory research design, the Metacognitive Awareness Inventory for Teachers (MCAI) was administered to 54 ESLTs in Turkey. Quantitative data were analyzed using Kruskal-Wallis H test and Mann Whitney U test, while qualitative data were examined through content analysis. The results showed that there were significant demographic differences in metacognitive awareness levels and sub-dimensions. Qualitative findings revealed both positive and negative aspects of the metacognitive awareness of CLTs and its impact on their teaching approaches. This study highlights the complex relationship between metacognitive awareness, teaching techniques and contextual factors, emphasizing the need for holistic teacher training and support to overcome emotional and practical challenges. This study highlights the need for a holistic approach to teacher education and support that aims to develop teachers' metacognitive skills and equip them with the necessary tools to enhance student-centered teaching, while also providing a comprehensive discussion on the implications for pre-service teacher education and practice.

Anahtar Kelimeler

Metacognitive Awareness, Metacognitive Competence, EFL Teachers

İngilizce Öğretmenlerinin Üstbilişsel Farkındalıkları

Öz

Bu çalışmanın amacı, hizmet içi İngilizce öğretmenlerinin üst bilişsel farkındalık düzeylerini ve üst bilişsel stratejileri öğretim uygulamalarına nasıl entegre ettiklerini araştırmak ve kararlarını etkileyen faktörleri belirlemektir. Sıralı açıklayıcı bir araştırma deseni kullanılarak, Öğretmenler için Üst Bilişsel Farkındalık Envanteri (ÖÜFE) Türkiye’de 54 İngilizce Öğretmenine uygulanmıştır. Nicel veriler Kruskal-Wallis H testi ve Mann Whitney U testi kullanılarak analiz edilirken, nitel veriler içerik analizi yoluyla incelenmiştir. Sonuçlar, üst bilişsel farkındalık düzeyleri ve alt boyutlarında önemli demografik farklılıklar olduğunu göstermiştir. Nitel bulgular, İngilizce Öğretmenlerinin üst bilişsel farkındalıklarının hem olumlu hem de olumsuz yönlerini ve öğretim yaklaşımları üzerindeki etkisini ortaya koymuştur. Bu çalışma, üst bilişsel farkındalık, öğretim teknikleri ve bağlamsal faktörler arasındaki karmaşık ilişkiyi vurgulayarak, duygusal ve pratik zorlukların üstesinden gelmek için bütünsel öğretmen eğitimi ve desteğine olan ihtiyacı vurgulamaktadır. Bu çalışma, öğretmenlerin üst bilişsel becerilerini geliştirmeyi ve onları öğrenci merkezli öğretimi geliştirmek için gerekli araçlarla donatmayı amaçlayan öğretmen eğitimi ve desteğinde bütüncül bir yaklaşıma duyulan ihtiyacı vurgularken, aynı zamanda hizmet öncesi öğretmen eğitimi ve uygulaması için çıkarımlar üzerine kapsamlı bir tartışma sunmaktadır.

Anahtar Kelimeler

Üstbilişsel Farkındalık, Üstbilişsel Yeterlik, İngilizce Öğretmenleri

Kaynakça

• Amalia, L. L., Widiati, U., Basthomi, Y., & Cahyono, B. Y. (2020). Reflective practice on lesson planning among EFL teacher educators. Indonesian Journal of Applied Linguistics, 10(1), 153-160. https://doi.org/10.17509/ijal.v10i1.25025
• Arslan, F. Y. (2019). Reflection in pre-service teacher education: Exploring the nature of four EFL pre-service teachers' reflections. Reflective Practice, 20(1), 111-124. https://doi.org/10.1080/14623943.2018.1564652
• Bhatt, S. P. (2023). Exploring professional wellbeing of English language teachers. Journal of NELTA, 28(1), 30-47. https://doi.org/10.3126/nelta.v28i1.61373
• Balçıkanlı, C. (2011). Metacognitive awareness inventory for teachers (MAIT). Electronic Journal of Research in Educational Psychology, 9(3), 1309-1332. https://doi.org/10.25115/ejrep.v9i25.1620
• Batdi, V. (2016). German teachers’ views on in-service field education and meta-cognitive awareness levels in Turkey. Hacettepe University Journal of Education, 31(4), 43-63. https://doi.org/10.16986/HUJE.2016016430
• Ben-David, A., & Orion, N. (2013). Teachers' voices on integrating metacognition into science education. International Journal of Science Education, 35(18), 3161-3193. https://doi.org/10.1080/09500693.2012.697208
• Bozkurt, N. (2013). An examination of the links between pre-service teachers' metacognitive level, learning styles and their achievement of History class. Procedia - Social and Behavioral Sciences, 93, 1634-1640. https://doi.org/10.1016/j.sbspro.2013.10.093
• Bulut, I. (2018). The levels of classroom and Pre-school teachers' metacognitive awareness. Universal Journal of Educational Research, 6(2), 2697-2706. https://doi.org/10.13189/ujer.2018.061201
• Chen, Z., & Yeung, A. S. (2015). Self-efficacy in teaching Chinese as a foreign language in Australian schools. Australian Journal of Teacher Education, 40(8), 24-42. https://doi.org/10.14221/ajte.2015v40n8.2
• Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
• Cochran, L. M., & Peters, M. P. (2023). Mindful preparation: An exploration of the effects of mindfulness and SEL training on pre-service teacher efficacy and empathy. Teaching and Teacher Education, 123. https://doi.org/10.1016/j.tate.2022.103986
• Darling-Hammond, L. (2006). Powerful teacher education: lessons from exemplary programmes. San Franciso, CA: Jossey-Bass. https://doi.org/10.15581/004.12.25329
• Darling-Hammond, L., & Bransford, J. D. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
• Davis, A., & McDonald, D. (2019). Teachers' reflections of instructional effectiveness: Self-assessment through a standards-based appraisal process. Reflective Practice, 20(1), 125-141. https://doi.org/10.1080/14623943.2019.1569508
• Donahue-Keegan, D., Villegas-Reimers, E., & Cressey, J. M. (2019). Integrating social-emotional learning and culturally responsive teaching in teacher education preparation programs. Teacher Education Quarterly, 46(4), 150-168. Retrieved from https://www.jstor.org/stable/26841580
• Duffy, G. G., Miller, S., Parsons, S., & Meloth , M. (2009). Teachers as metacognitive professionals. In: D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 240-256). New York: Taylor & Francis. https://doi.org/10.4324/9780203876428
• Fathima, M. P., Sasikumar, N., & Roja, M. P. (2014). Enhancing teaching competency of graduate teacher trainees through metacognitive intervention strategies. American Journal of Applied Psychology, 2(1), 27-32. https://doi.org/10.12691/ajap-2-1-5
• Farrell, T.S.C., & Bennis, K. (2013). Reflection on ESL teacher beliefs and classroom practices: A case study. RELC Journal, 44(2), 163-176. https://doi.org/10.1177/0033688213488463
• Fisher, R. (2002). Shared thinking: metacognitive modelling in the literacy hour. Reading, 36(2), 63-67. https://doi.org/10.1111/1467-9345.00188
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. https://doi.org/10.1037/0003-066X.34.10.906
• Griffith, R., Bauml, M., & Quebec-Fuentes, S. (2016). Promoting metacognitive decision-making in teacher education. Theory Into Practice, 55(3), 242-249. https://doi.org/10.1080/00405841.2016.1173997
• Hartman, H. J. (2001). Metacognition in learning and instruction: Theory, research,and practice. In: H. J. Hartman (Ed.), Teaching metacognitively (pp. 149-169). Boston: Kluwer Academic Publishers. https://doi.org/10.1007/978-94-017-2243-8_8
• Haukås, Å. (2018). Metacognition in language learning and teaching: An overview. In Å. Haukås, C. Bjørke, & M. Dypedahl (Eds.), Metacognition in language learning and teaching (pp. 1-269). New York and London: Routledge Studies in Applied Linguistics. https://doi.org/10.4324/9781351049146
• Jiang, Y., Ma, L., & Gao, L. (2016). Assessing teachers' metacognition in teaching: The Teacher Metacognition Inventory. Teaching and Teacher Education, 59, 403-413. https://doi.org/10.1016/j.tate.2016.07.014
• Kallio, H., Virta, K., Kallio, M., Virta, A., Hijardemaal, R. F., & Sandven, J. (2017). The utility of the metacognitive awareness inventory for teachers among in-service teachers. Journal of Education and Learning, 6(4), 78-91. https://doi.org/10.5539/jel.v6n4p78
• Kerndl, & Aberšek, M. K. (2012). Teachers’ competence for developing reader’s reception metacognition. Problems of Education in the 21st Century, 46(1979), 52-61. https://doi.org/10.33225/pec/12.46.52
• Kim, Y., & Stormont, M. (2020). Early childhood teachers' ratings of metacognitive knowledge and behavioural support strategy use in classrooms. Early Childhood Educational Journal, 181-188. https://doi.org/10.1007/s10643-019-00991-z
• King, R.B., & Chen, J. (2019). Emotions in education: Asian insights on the role of emotions in learning and teaching. The Asia-Pacific Education Researcher, 28, 279–281. https://doi.org/10.1007/s40299-019-00469-x
• Knoblauch, D., & Chase, M. A. (2015). Rural, suburban, and urban schools: The impact of school setting on the efficacy beliefs and attributions of student teachers. Teaching and Teacher Education, 45, 104- 114. https://doi.org/10.1016/j.tate.2014.10.001
• Leiva, L. R., Lara, M. Q., Larenas, C. D., Tagle, T., Alarcon, P., Urrutia, M., & Gutierrez, J. L. (2017). Metacognitive awareness and cognitive styles: Are there differences between what Chilean efl pre-service teachers and newly-qualified EFL in-service teachers claim? Lenguas Modernas, 49, 183-206.
• Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: A mediation model. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1185079
• Ma, K., & Cavanagh, M. S. (2018). Classroom ready? Pre-service teachers’ self-efficacy for their first professional experience placement. Australian Journal of Teacher Education, 43(7), 134-151. https://doi.org/10.14221/ajte.2018v43n7.8
• Manasia, L. (2015). Creating A-HA moments in teaching practice. Routine versus adaptive metacognition behaviors in teachers. In Proceedings of the scientific conference AFASES, (pp. 1255-12626).
• Mattew, P., Mathew, P., Prince, & Peechattu, P. J. (2017). Reflective practices: A means to teacher development. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(1), 126-131.
• Mbato, C. L., & Triprihatmini, V. (2022). Empowering pre-service English teachers' metacognitive awareness in teaching through reflections. European Journal of Educational Research, 11(4), 2497-2512. https://doi.org/10.12973/eu-jer.11.4.2497
• McCormick, C. B. (2003). Metacognition and learning. InnI. B. Weiner, D. K. Freedheim, W. M. Reynolds, J. A. Schinka, & G. E. Miller (Eds.), Handbook of Psychology: Educational Psychology (pp. 79-102). New Jersey: John Wiley & Sons. http://dx.doi.org/10.1002/0471264385.wei0705
• Memnun, D. S., & Akkaya, R. (2009). The levels of metacognitive awareness of primary teacher trainees. Procedia Social and Behavioral Sciences, 2009(1), 1919-1923. https://doi.org/10.1016/j.sbspro.2009.01.337
• Nahrkhalaji, S. (2014). EFL teachers’ metacognitive awareness as a predictor of their professional success. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(6), 1665-1669.
• Öztürk, N. (2016). An analysis of pre-service elementary teachers’ understanding of metacognition and pedagogies of metacognition. Journal of Teacher Education and Educators, 5(1), 47-68.
• Öztürk, N. (2017). An analysis of teachers’ self-reported competencies for teaching metacognition. Educational Studies, 43(3), 247–264. http://dx.doi.org/10.1080/03055698.2016.1273761
• Öztürk, N. (2020). An analysis of teachers’ metacognition and personality. Psychology and Education, 57(1), 40-44. https://doi.org/10.17762/pae.v57i1.6
• Öz, H. (2015). Investigating pre-service English teachers’ metacognitive awareness. In H. Öz (Ed.), Language and communication research around the globe: Exploring untested ideas (pp. 35-58). New York: Untested Ideas Research Center. https://doi.org/10.13140/2.1.3167.3124
• Öz, H. (2016). The importance of personality traits in students’ perceptions of metacognitive awareness. Procedia Social Behavioral Sciences, 232, 655-667. https://doi.org/10.1016/j.sbspro.2016.10.090
• Paris, S., Cross, D. R., & Lipson, M. Y. (1984). Informed strategies for learning: A program to improve children’s reading awareness and comprehension. Journal of Educational Psychology, 76(6), 1239–1252. https://doi.org/10.1037/0022-0663.76.6.1239
• Perry, N. E., Hutchinson, L., & Thauberger, C. (2008). Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self- regulated learning. International Journal of Educational Research, 47(2), 97-108. http://dx.doi.org/10.1016/j.ijer.2007.11.010
• Polat, D. D., and İskender, M. (2018). Exploring teachers’ resilience in relation to job satisfaction, burnout, organizational commitment and perception of organizational climate. International Journal of Psychology and Educational Studies, 5(3), 1–13. https://doi.org/10.17220/ijpes.2018.03.001
• Prytula, M. P. (2008). Scholarship epistemology: An exploratory study of teacher metacognition within the context of successful learning communities. Unpublished Doctoral thesis, University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-09132008-091556
• Prytula, M. P. (2012). Teacher metacognition within the professional learning community. International Education Studies, 5(4), 112-121. https://doi.org/10.5539/ies.v5n4p112
• Salari, M. and Farahian, M. (2022). EFL teachers' self-efficacy and professional development: the mediating effect of metacognitive awareness. Journal of Applied Research in Higher Education, 15(5), 1337-1352. https://doi.org/10.1108/jarhe-03-2022-0098
• Sarıçoban, A. (2015). Metacognitive awareness of pre-service English language teachers in terms of various variables. Procedia-Social and Behavioral Sciences, 186, 664-669. https://doi.org/10.1016/j.sbspro.2015.04.135
• Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475. https://doi.org/10.1006/ceps.1994.1033
• Sevimel, A., & Subasi, G. (2018). The factors affecting teacher efficacy perceptions of Turkish pre-service English language teachers. The Journal of Language Learning and Teaching, 8(1), 1-17.
• Shimamura, A. P. (2000). Toward a cognitive neuroscience of metacognition. Consciousness and Cognition, 9(2), 313-323. https://doi.org/10.1006/ccog.2000.0450
• Tanner, K. D. (2012). Promoting student metacognition. CBE-Life Sciences Education, 11(2), 113-120. https://doi.org/10.1187/cbe.12-03-0033
• Tosriadi, T., Asib, A., Marmanto, S., & Azizah, U. A. (2018). In-service EFL teachers' reflection as a pathway to develop teacher professionalism. International Online Journal of Education and Teaching, 5(4), 921-932. Retreived from http://iojet.org/index.php/IOJET/article/view/467/302
• Üstünbaş, Ü., & Alagözlü, N. (2021). Efficacy beliefs and metacognitive awareness in English language teaching and teacher education. Bartın University Journal of Faculty of Education, 10(2), 267-280. 10.14686/buefad.828035
• Veenman, M. V. (2016). Learning to self-monitor and self-regulate. In R. Mayer, & P. Alexander (Eds.), Handbook of research on learning and instruction (pp. 249-273). New York: Routledge.
• Veenman, M.V.J., Van Hout-Wolters, B.H.A.M., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition Learning, 1, 3-14. https://doi.org/10.1007/s11409-006-6893-0
• Wernke, S., Wagener , U., Anschuetz, A., & Moschner, B. (2011). Assessing cognitive and metacognitive learning strategies in school children: construst validity and arising questions. The International Journal of Research and Review, 6(2), 19-38.
• Xie, F. (2021). A study on Chinese EFL teachers' work engagement: The predictability power of emotion regulation and teacher resilience. Frontiers in Psychology, 12, 735969. https://doi.org/10.3389/fpsyg.2021.735969
• Yildiz, H., & Akdag, M. (2017). The Effect of Metacognitive Strategies on Prospective Teachers' Metacognitive Awareness and Self Efficacy Belief. Journal of Education and Training Studies, 5(12), 30-40. https://doi.org/10.11114/jets.v5i12.2662
• Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73–101. https://doi.org/10.1006/ceps.1997.0919
• Zumwalt, K., & Craig, E. (2008). Who is teaching? Does it matter?. In M. Cochran-Smith, S. Feiman-Nemser, J. McIntyre & K. E. Demers (Eds.), Handbook of research on teacher education (pp. 404-423). Routledge. https://doi.org/10.4324/9780203938690