EFL STUDENTS’ METACOGNITIVE STRATEGIES IN LEARNING VOCABULARY: A NARRATIVE REVIEW

UNSPECIFIED (2023) EFL STUDENTS’ METACOGNITIVE STRATEGIES IN LEARNING VOCABULARY: A NARRATIVE REVIEW. .

	Text 1. COVER.pdf Download (2MB)
	Text BAB 1.pdf Download (1MB)
	Text BAB 2.pdf Download (2MB)
	Text BAB 3.pdf Download (1MB)
	Text BAB 4.pdf Download (3MB)
	Text BAB 5.pdf Download (759kB)
	Text DAFTAR PUSTAKA.pdf Download (1MB)
	Text LAMPIRAN (2).pdf Download (2MB)

Abstract

ABSTRACT
Juslina. SID. 19010106067. “EFL Students’ Metacognitive Strategies in Learning
Vocabulary: A Narrative Review.” Supervised by: Dr. Sitti Nurfaidah, S.Pd., M.Ed.
and Azwar Abidin, M. Pd.
This study investigates the metacognitive strategies EFL students use to
learn vocabulary. This study adopted narrative review to capture the metacognitive
strategies used by students in vocabulary learning. The data in this study were taken
from previously identified documents from articles published in 2012-2022. The
findings identified in each article related to metacognitive strategies in learning
vocabulary. This study's findings synthesize that meet predetermined eligibility
through matrix synthesis. Based on the findings from the 28 articles, students
generally use English language media utilization strategies featuring 15 out of 28
reviewed studies. The least strategies used were observed new vocabulary when
communicating and manipulating the learning process, which appeared only once
out of 28 studies reviewed. This narrative review can aid students in using a variety
of metacognitive strategies in learning vocabulary, and students can also gain a
deeper understanding of the benefits of metacognitive strategies, leading to
increased acceptance and engagement with such practices during the learning
process.
Keywords: EFL students; Metacognitive strategies; Narrative review; Vocabulary
learning

Actions (login required)

View Item