Wenden, A. (1999) “An introduction to Metacognitive Knowledge and Beliefs in Language Learning: beyond the basics”. (Journal article)
This article is the introduction to the issue 27 of the journal Systems, devoted to metacognitive knowledge and learning beliefs. Thus, it presents definitions related to these topics, and summarizes key points of the articles gathered in the issue. It reports some of what could be the last research achievements about these topics in the 1990s.
The first conceptual explanation is about the field of study. Wenden clarifies that metacognitive knowledge and metacognitive strategies are the two components of metacognition. Metacognitive knowledge refers to the learner’s acquired information about language learning, and it includes learner’s beliefs about how to learn a language as a subcategory. Metacognitive strategies are “general skills through which learners manage, direct, regulate and guide their learning” (p. 436).
Wenden emphasizes the important role of metacognitive knowledge in autonomous or self-directed language learning, especially in the two phases of self-regulation: task analysis and monitoring of one’s own progress. Learners have knowledge or beliefs that during task analysis help them to 1) identify the nature of the problem; 2) relate the task with previous experiences, and 3) determine the approach (aspects of the language and personal skills to be used) to do the task. In monitoring, that knowledge or beliefs help learners to assess the reasons for problems encountered and to make decisions to solve them (p.437).
Wenden presents the innovations in the works included in the issue. Two main shifts are revealed regarding the methodology to study the content of metacognitive knowledge and learning beliefs. In the past, researchers tended to use case studies and cross-sectional surveys to document the content of the knowledge and beliefs. The research reported in the journal offers different approaches. White uses a longitudinal study with cycles (change of instruments) of data collection during 12 weeks, in order to investigate the evolution of learner’s expectations. Meanwhile, Sakui and Gaies run an empirical verification of the reliability of structured questionnaires.
As for the content of metacognitive knowledge and beliefs, the analysis reported deal with aspects like: a) culture as a variable that determines learning beliefs differences between groups (Horwitz), b) learning settings and individual characteristics as variables that determine learning beliefs differences inside a group (Horwitz), c) hierarchy in the content of the knowledge and learning beliefs reported by learners (Benson & Lor), d) quantitative and qualitative approach to learning (Benson & Lor), e) distinction between range, complexity and appropriateness of knowledge (Victori); and f) the two dimensions (metacognitive and motivational) of the beliefs in terms of their function in learning (Yang).
The influence of metacognitive knowledge and beliefs on the learning process is addressed too. Cotterall identifies two trends of beliefs: ones associated to “autonomy-favoring behavior” and others viewed as dysfunctional for autonomy (p.439). Yang relates self-efficacy beliefs to the use of various kinds of learning strategies, and beliefs about the nature and value of spoken English to formal oral-practice strategies; and suggests that the “relationship between beliefs and strategy use should be viewed as cyclical rather than uni-directional” (p.440).
Finally, a list of issues that remain to be studied includes: 1) more development about the influence of culture on learner’s beliefs and knowledge; 2) the influence of settings (formal education or self-directed learning) on beliefs; 3) individual characteristics that influence beliefs differences; and 4) the metacognitive knowledge that intervene in the regulation of learning tasks oriented to enhance communication skills (reading, writing, listening and speaking) (p.441).
From this article, we can conclude that three contributions of the research on metacognitive knowledge and learner’s beliefs by the end of the century were: a) to point to the dynamic nature of knowledge and beliefs; b) to show both the positive and the negative impact that they have on language learning; and c) the attention to the unsuccessful learner in the study of these topics.
