Students’ Use of Metacognitive Strategies in a Gamified English Language Classroom

Abstract

In the context of English as a Foreign Language (EFL) learning, metacognitive strategies play a vital role in fostering learner autonomy and improving learning outcomes. This study aimed to explore students’ use of metacognitive strategies in a gamified EFL learning environment. A quantitative descriptive design was employed, involving 32 university-level EFL students who participated in a gamified vocabulary and grammar learning program. Data were collected through a Likert-scale questionnaire adapted from the Metacognitive Awareness Inventory and analyzed using descriptive statistics. The findings revealed that students demonstrated a moderately high use of metacognitive strategies, with a mean score of 3.87 (on a 5-point scale). Among the strategy components, planning and goal setting received the highest average (M = 4.10), followed by monitoring (M = 3.85) and evaluating (M = 3.67). These results indicate that gamified learning environments may support the development of learners’ metacognitive awareness, particularly in planning and organizing their learning processes. The study contributes to EFL pedagogy by providing preliminary evidence that integrating game-based elements in instruction can enhance students’ engagement with metacognitive strategies, potentially leading to more autonomous and effective learning experiences.