Adjudicating the Utilization of Metacognitive, Affective and Social Language Learning Strategies by Preservice Learners of Teacher Education Institutions in Western Visayas, Philippines

Abstract

Language educators have claimed that the process of independent language learning is not just intellectual, but also social and emotional considering that language is an element of social behavior that are necessary  in communicating between people. Social strategies along with affective and metacognitive strategies may help learners to achieve more effective language learning and obtain a better understanding of different cultures, understand people’s feelings, attitudes, and motivation. As these indicators are considered essential in the nurturing of pre-service teachers who are college students involved in a school-based field experience, under the tutelage or supervision of cooperating teachers, and are gradually taking on more classroom management and instructional responsibilities, it is the aim of this research investigation to adjudge the utilization of   metacognitive, affective and social language learning strategies of the Preservice learners of selected teacher education institutions in Western Visayas.

Specifically, this study purported to address the following questions (1). How is Language Learning Strategies utilized by Preservice learners in terms of the Metacognitive, Affective and Social dimensions? (2) Are there significant correlations in the utilization of Language Learning Strategies between and among its sub-dimensions?  The researchers have hypothesized that there are no significant correlations in the utilization of Language Learning Strategies when the sub-dimensions are paired with each other; as: Metacognitive with Affective, Metacognitive with Social, and Affective with Social Language Learning Strategy.

To answer these queries, this research study had randomly chosen 349 Preservice learners from selected Teacher Education Institutions in Western Visayas as respondents of the study. The descriptive-quantitative and correlational research design was utilized by subjecting the data to Pearson Product Moment Coefficient of Correlation as the main data-analysis instrument. The data-gathering instrument which was used in this study contained the questionnaire instrument about Language Learning Strategies involving the three sub-dimensions namely Metacognitive, Affective and Social Language Learning Strategies. Furthermore, the data to determine the information required to respond to the specific problems in this research investigation were gathered by subjecting the identified respondent -Education students to a written examination.

Based on the results of this research endeavour, it is concluded that Language Learning Strategies are used by Preservice learners to a High extent, in each of the sub-dimensions namely, Metacognitive, Affective and Social Language Learning Strategies but among the three dimensions, the metacognitive strategy is the most utilized by the Preservice learners. The research results likewise showed a significant correlation between and among the utilization of Metacognitive, Affective and Social Language Learning Strategies.

Conclusively, Preservice teachers have used the three identified indirect Language Learning Strategies usually true more than half the time. Depending upon the teaching-learning environment, their use of the indirect language strategies manifest their adequate competence in syntax, mechanics, morphology and semantics, and a high retention of learning in terms of metacognitive and affective language learning strategies. The research results likewise showed a significant correlation between and among the utilization of Metacognitive, Affective and Social Language Learning Strategies.

The research results likewise showed a significant correlation between and among the utilization of Metacognitive, Affective and Social Language Learning Strategies. These results imply and maybe interpreted to mean that the utilization of Metacognitive strategies that help learners to coordinate language learning, in encouraging learners to focus on certain language activities and skills, maximize their energy and effort, as well as monitor errors and evaluate their learning progress, may be significantly influenced or affected by the utilization of their affective strategies that deal with their  emotions, attitudes, motivation and values that have an impact on learners and language learning in an important way, including their anxiety management.

Nonetheless, the use of the Metacognitive and Social strategies in language learning are interchangeably affected or correlated with their use of the Social strategies that empowered language learners in asking questions, cooperating and in empathizing with others.

The researchers, being Language Teachers,  recommend to introduce  class activities for strategies on metacognitive, which can be used for explicit teaching, word games, readings, discussions either in online and offline  venues, or oral presentations, affective strategies that can use language focus with strategies on storytelling, show and tell, oral presentations, discussions (online and in-class), role-playing, online skyping, peer evaluations.

For future research directions, the researchers further hope to encourage other Language Teachers to investigate on the language awareness of preservice learners, their proficiency in the use of  direct and indirect strategies  to develop their communicative competence, conduct similar comparative studies  between the less successful learners and achievers on the utilization of the different language learning strategies to determine which is a more effective language teaching strategy to enhance students’ learning.

The researchers gratefully acknowledged  the cooperation and support of all the School Presidents, Vice Presidents for Academics, Deans, Faculty members and Staff of all the Teacher Education Institutions in Region VI, Western Visayas, Philippines in giving permission to allow the researchers to conduct this research investigation; the Preservice Learners of their respective Colleges/Schools of Education, for the latter’s unselfish gesture of sharing their time and effort  in answering the questionnaire.  Due respect and recognition are likewise extended to all the authors, educators, researchers and other renowned concept writers for their expertise, wisdom and contributions in the field of language teaching and learning, and their postulates about language learning strategies, and other second language learning theories and concepts.

Keywords: Metacognitive, Affective, and Social Language Learning Strategies, Preservice learners

DOI: 10.7176/JEP/10-35-04

Publication date: December 31^st 2019