Understanding the Role of Metacognitive Learning in Developing Linguistic Awareness through Language Assessment: A Qualitative Inquiry into Learners’ Experiences and Strategies

Abstract

Metacognitive learning has received increasing attention in English as a Foreign Language (EFL) education because of its potential to enhance learners’ self-regulation, strategic competence, and awareness of language use. This study aims to explore the role of metacognitive learning in developing linguistic awareness through language assessment by investigating EFL learners’ perceptions, experiences, and strategies. A qualitative research design was employed involving five EFL teachers and twenty-nine EFL learners in Thailand. Data were collected through semi-structured interviews and classroom observations and analyzed through organizing data, familiarizing with the data, coding, and interpreting emerging themes. The findings reveal that learners perceived metacognitive assessment activities, including self-assessment, peer feedback, reflective writing, error analysis, and teacher feedback, as meaningful opportunities to understand their linguistic development. The findings also indicate that learners employed metacognitive strategies involving planning, monitoring, evaluation, and improvement to recognize linguistic problems, interpret feedback, and regulate their language learning. The study highlights that assessment can function not only as a measurement tool but also as a reflective learning process that strengthens linguistic awareness and learner autonomy. This study contributes to EFL assessment research by providing qualitative insights into how learners experience and utilize assessment-based metacognitive practices to develop conscious control over their language learning processes.