Use of Metacognitive Language Learning Strategies to Learn English at Secondary Level

Abstract

Metacognitive language learning strategies (MLLSs) have significant impact on learning a new language. These language learning strategies help students to understand and regulate their learning process and to achieve language learning goals. But a large number of students of Bangladesh lack the knowledge of MLLSs and they cannot use MLLSs appropriately to learn English language. Besides, very limited studies have been done on MLLSs in this context. Therefore, this study aims to explore to what extent MLLSs are used at secondary level. This study tries to answer two research questions. Firstly, it tries to explore to what extent students use it. Secondly, it tries to show to what extent teachers teach or encourage to use MLLSs to improve their language skills. Eight teachers and eighteen students were selected basing on opportunity sampling from six different schools. Four schools were from rural areas and two schools were from urban area. It is a qualitative research and semi-structured interview was conducted to collect data. Interview questions for the students were made following part D (metacognitive strategies) of Strategy Inventory for Language Learning (SILL) of Oxford (1989). And the questions for the teachers were made following some interview protocol of related study. Interview questions were translated into Bangla and interviews were conducted in Bangla. The results of the study show that students’ use of MLLSs in learning English is very limited. They use only a few strategies. Furthermore teachers have little awareness of MLLSs. They attributed this lack of awareness to the current syllabus and curriculum, limited time and the quality of students for not being able to teach or encourage to use MLLSs.