Cognitive and metacognitive learning strategies among Arabic language students

Alhamdulillah, artikel ini merupakan artikel pertama saya berjaya diterbitkan di Thomson Reuters Journal (ISI Journals), Interactive Learning Environments (Q2 – kategori Education and Educational Research tahun 2009 & 2010, Q1 bagi tahun 2011). Tempoh penantian selama setahun rasanya terubat setelah melihat ia diterbitkan. Artikel ini boleh dimuat turun secara percuma melalui perpustakaan yang melanggan ISI World of Knowledge secara online. Terbit dengan sempurna pada Mei 2013.


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.

Keywords: cognitive strategies, metacognitive strategy, MSLQ, oral Arabic learning, prior experience, gender, self-regulated learning

Ghazali Yusri, Nik Mohd. Rahimi, Parilah M. Shah, & Wan Haslina Wah (2013). Cognitive and metacognitive learning strategies among Arabic language students. Interactive Learning Environments 21(3), 290-300. DOI: 10.1080/10494820.2011 .555840 (Thomson Reuters). (Q2 – 2009 & 2010, Q1- 2011 – Education and Educational Research).

link to full paper

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