Model for Supporting Cognitive and Metacognitive Strategies in Technology Enhanced Language Learning

Abstract

Good language skills bridge the gaps in global communication. Even though English is being considered the world language, advancing the English proficiency is the primary task in the countries where it is not the mother tongue. The learners’ language proficiency has been found to be correlated with their use of language learning strategies (LLS) (Hsiao & Oxford, 2002; Benson, 2011). That is why measuring the learners’ use of LLS is considered one of the most widely-spread methods of estimating the efficiency of language studies. The skills and habits of strategy use are very individual and usually develop over many years. However, as shown in several studies (e.g Brunstein & Glaser, 2011; Kondo et al, 2012; Nash-Ditzel, 2010) it is possible to support learners’ language studies leading them to use more effective learning strategies. The aim of the current study was to conduct a literature review on different interventions that have been used to support using effective learning strategies in the context of technology-enhanced learning and drawing on the results of this review to design a model and concrete assignments to support learners’ effective LLS use towards greater language proficiency and self-regulation. The most promising interventions supported both cognitive and metacognitive activities and often utilized the form of prompts. Based on these principles a model was designed for scaffolding language learning assignments in a blended learning environment. Support for learners is provided with prompts that aim to guide learners to more efficient and conscious use of LLSs.