Happy Minds, Effective Learners: Investigating the Impact of Metacognitive Strategies on Foreign Language Enjoyment

Authors

  • Qin Lai

    Faculty of Education, Universiti Kebangsaan Malaysia, Kuala Lumpur 43600, Malaysia
  • Bity Salwana Alias

    Faculty of Education, Universiti Kebangsaan Malaysia, Kuala Lumpur 43600, Malaysia
  • Aida Hanim A. Hamid

    Faculty of Education, Universiti Kebangsaan Malaysia, Kuala Lumpur 43600, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i2.8391
Received: 3 December 2024 | Revised: 17 January 2025 | Accepted: 20 January 2025 | Published Online: 19 February 2025

Abstract

This study investigates the intricate relationship between metacognitive strategies and foreign language enjoyment (FLE), emphasizing the dynamic interplay between cognitive regulation techniques and emotional experiences in the language learning process. Metacognitive strategies—planning, monitoring, and evaluation—play a pivotal role in shaping learners’ emotional and cognitive engagement, which are critical for fostering motivation and reducing language anxiety. Enhancing students’ enjoyment through these strategies is essential for developing educational practices that prioritize both intellectual growth and emotional well-being. Employing a qualitative approach, the study utilizes in-depth interviews and focus groups to explore learners’ experiences and perceptions of metacognitive strategies. By analyzing participants’ narratives, the research identifies key patterns and themes that reveal how these strategies influence FLE across varying levels of enjoyment and language proficiency. Participants who actively engaged in planning and self-reflection reported greater satisfaction and confidence in their language learning, while those with inconsistent strategy use experienced frustration and diminished enjoyment. The findings underscore the transformative potential of metacognition in creating positive and supportive learning environments. Practical implications include integrating metacognitive training into language instruction, promoting self-efficacy, and tailoring approaches to individual learning styles. This research highlights that fostering metacognitive awareness not only enhances learning enjoyment but also leads to improved language proficiency and sustained motivation, supporting both academic success and personal development.

Keywords:

Effective Learning; Learning Strategy; Metacognitive Strategy; Foreign Language Enjoyment; Language Education

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How to Cite

Lai, Q., Alias, B. S., & A. Hamid, A. H. (2025). Happy Minds, Effective Learners: Investigating the Impact of Metacognitive Strategies on Foreign Language Enjoyment. Forum for Linguistic Studies, 7(2), 727–738. https://doi.org/10.30564/fls.v7i2.8391

Issue

Vol. 7 , Iss. 2 (February 2025): In Progress

Article Type

Article

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Copyright © 2025 Qin Lai, Bity Salwana Alias, Aida Hanim A. Hamid

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.