The Use of Learning Activities to Promote French Beginning Learners’ Metacognition

Abstract

           Developing metacognition is crucial as it encourages learners to understand, manage and monitor their own learning process. The objective of this study was to assess metacognitive activities in the FR. 070 course with 17 students, using quantitative and qualitative methods. An analysis of diaries, self-evaluation reports and a focus group discussion revealed that the students were successful in evaluating their own ideas, systematizing their thoughts, creating their study plan and achieving more tasks. They also realized the importance of the assigned tasks and tried to achieve them. In addition, the students scored themselves ‘very high’ and ‘highest’ in terms of their attitude towards learning French. The students actively participated in class and realized the importance of learning French and its application in the real world.