The activation of learners' metacognition to promote learning autonomy of good language learners
DOI:
https://doi.org/10.47750/pegegog.11.04.24Keywords:
Metacognition, Learning Autonomy, Language LearnersAbstract
In online learning, interaction and engagement are limited. Thus, it is urgent to prepare autonomous students. This research aimed to describe the relationship between learning autonomy and the activation of their metacognition. It used a case study of qualitative design. 30 participants categorized as autonomous language learners were chosen purposively by Holec (1979) principles. The data were analyzed through contextual coding. The result shows that 92% of the participant has activated their metacognition. 8% become autonomous learners without activating their metacognition. They fulfill two of them: orchestrating learning strategies and evaluating learning.
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