Foreign language enrollments have begun to decline since 2009 in the USA (Goldberg et al., 2015), despite the notion that learning multiple languages is an essential tool for effectively communicating with diverse native language backgrounds. This new downward trend may be due in part to inefficient and outdated teaching in foreign language courses. Current studies have surveyed if students are aware of the learning benefits of metacognition, and it appears that they are not (Karpicke, 2009). Further, the motivation to continue in language courses dwindles when students feel they are not learning as much as they expected. Of university students taking a foreign language, 80% are enrolled in the introductory course while only 20% are in advanced courses (Goldberg et al., 2015). The current study examined the effect of metacognition on educational outcomes in hopes to improve the effectiveness of the university classrooms. Participants were presented with metacognitive interventions for language learning. Hierarchical multiple linear regression provided evidence that teaching students about metacognition and effective metacognitive strategies could benefit university language learners.
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