1

CHAPTER I

INTRODUCTION

Background of the Study

College teachers today are surrounded by classes full of students who

arrive with varying levels of knowledge and understanding about how they

study. Some students are self-directed, effective learners who are aware of

their learning style and can apply their knowledge in a variety of learning

situations. Others may be average students who work hard and are aware of

their learning strengths and weaknesses, but do not regulate their learning

adequately. Others may be passive learners who have little awareness of how

they learn and how to control their learning. Essentially, professors are

confronted with classrooms full of students with varying metacognitive

strategies.

One of the earliest definitions of metacognition was presented by Flavell,

who defined it as knowledge of one's own cognitive processes and

consequences or anything related to them. Metacognition, according to

Flavell, includes the active monitoring, modification, and coordination of

information processing activities. Using these principles, metacognition is

defined as the knowledge, awareness, and control over one's own learning,

might be growing.

Metacognition is often characterized as the monitoring and regulation of

one's own thinking. When we need help understanding something, it helps us

evaluate our thinking and use of strategies. When confronted with a foreign
 2

language, these abilities come in handy. Students must concentrate on

vocabulary enhancement and recognize the thought processes they go

through while doing so. Metacognitive learning strategies are those that

supervise, direct, and regulate the learning process. Also, encourage students

to reflect on their own thinking. This comprehension of the learning process

gives them more control over their own learning. It also improves personal

capacity for self- regulation and managing one's own learning motivation.

Some students are not aware of the metacognitive strategies that they

practice while they study. Hence, identifying the metacognitive strategies

applied by the students is crucial because it will guide them to know which

strategies best help them with their vocabulary skills, it also helps explain the

individual differences among students and serves as a means in improving

student’s success.

Moreover, a study by Macalino (2016) examined the effectiveness of a

vocabulary learning program based on metacognitive strategies among

Filipino high school students. The results showed that the program

significantly improved the participants' vocabulary knowledge and

comprehension. Based on these studies, it can be inferred that metacognitive

strategies may have a positive impact on vocabulary skills among Filipino

learners. However, further research is needed to explore the specific effects

of different types of metacognitive strategies and to identify the most effective

strategies for improving vocabulary learning outcomes in the Philippines.

 3

After conducting a brief search, the researchers were unable to find any

recent studies specifically addressing the research gap about metacognitive

strategies on vocabulary skills. However, the researchers gathered some

related studies that may be of interest: A study by Lagura (2019) explored the

effects of a metacognitive strategy instruction program on the vocabulary

skills of Filipino EFL learners. The results showed that the program had a

positive impact on the participants' vocabulary acquisition. Another study by

Saliendra et al. (2018) investigated the relationship between metacognitive

awareness and vocabulary learning strategies among Filipino college

students. The findigs revealed a significant correlation between the two

variables, suggesting that students with higher metacognitive awareness tend

to use more effective vocabulary learning strategies.

Students have their own strategies of coping and learning new things.

The purpose of this research is to investigate the different metacognitive

strategies and vocabulary skills of tertiary freshmen students of Sultan

Kudarat State University ACCESS Campus. The researchers aimed to

determine if there is a significant relationship between metacognitive

strategies and vocabulary skills of Tertiary Freshmen students of Sultan

Kudarat State University. Also, the study stated above demonstrates support

for the belief that metacognitive strategies are effectively vital for English

major students' vocabulary skills.

 4

Theoretical Framework

Flavell’s (1979) model of metacognitive knowledge serves as a theoretical

framework for this study. He defined metacognitive knowledge as “that segment

of your (a child’s, and adult’s) stored world knowledge that has to do with people

as cognitive creatures and with their diverse cognitive tasks, goals, actions, and

experience” (Flavell, 1979). Metacognitive strategies are “actions which go

beyond purely cognitive devices, and which provides a way for learners to

coordinate their own learning process “( Oxford, 1990) There are three subsets of

strategies within metacognitive strategies : centering learning is to give a focus to

the learner so that the attention could be directed toward certain language

activities or skills , arranging and planning ones learning helps learners to

organize so they may get maximum benefit from their energy and effort , and

evaluating learning helps learners with problems like monitoring errors and

evaluation of progress.

Constructivist Learning Theory. Learning is both internally and outside

sourced (Vygotsky, 1978). The constructivist learning theory-based student-

centered learning approach emphasizes the student's responsibility in creating

knowledge. Vygotsky noted that learning occurs when an educational model is

used on the interests of the students rather than the needs of the outside world

(Ostoff, 2012).

According to the notion, a student's language skills increase as they

practice self-selected learning material in a group setting or with the help of more

experienced pupils. According to the student-centered paradigm, acquiring a

 5

language vocabulary should start with students managing their own education

and being free to select glossary words according to their own interests and

requirements (Larrotta, 2011). Explicit study of custom lexicon lists combined

with interactive word drill improves learners' English second language ability

(Spiri, 2007). As a result, Hopkyns and Nicoll (2013) suggested that students

should choose the new words they are most interested in learning because doing

so will help them remember what they have learned.

Relatively, constructivist theory provides a comprehensive framework for

studying the relationship between metacognitive strategies and vocabulary skills

among students. By recognizing the active nature of knowledge construction,

promoting meaningful learning experiences, and emphasizing the role of social

interactions, educators can better understand how students acquire and use new

vocabulary effectively. Implementing constructivist principles in vocabulary

instruction can lead to enhanced metacognitive abilities and more successful

language learning outcomes for students.

Conceptual Framework

This diagram shows the predictor and criterion variables of this study. The

Metacognitive Strategies served as the predictor, which was composed of

focusing learning, arranging, and planning learning and evaluating learning and

the Vocabulary Skills served as the criterion which are the synonyms, antonyms,

connotation, and denotation.

 6

Metacognitive Vocabulary Skills

Strategies
 Synonyms
 Focusing Learning  Antonyms
 Arranging and  Connotation
Planning Learning
 Evaluating Learning
 Denotation

Figure 1. The Conceptual Framework of the Study

Statement of the Problem

Generally, this study sought to determine the use of metacognitive

strategies on vocabulary skills of tertiary freshmen BSED English students.

Specifically, it sought to answer the following questions:

1. What is the extent of utilization of the respondents in the following

metacognitive strategies?

1.1. Focusing

1.2. Arranging and planning learning; and

1.3. Assessing learning

2. What is the level of vocabulary skills of tertiary freshmen BSED English

students in the following components?

2.1. Synonyms

2.2. Antonyms
2.3. Connotation; and

2.4. Denotation
 7

3. Is there a significant relationship between the extent of utilization of

Metacognitive Strategies and the level of Vocabulary Skills of tertiary

freshmen BSED English students?

Hypothesis

This is the null hypothesis formulated in the study.

𝑯𝟎: There is no significant relationship between the extent of

utilization of metacognitive strategies and the level of vocabulary

skills of tertiary freshmen BSED English students.

Significance of the Study

The result of this study is beneficial to the following individuals and

personalities:

Administration. The results of this study are beneficial to the administration

for having a basis for the future implementations or guidelines of programs

that will help students to gain insight techniques on vocabulary

enhancement.

College of Teacher Education (CTE). The result of this study will assist

teachers from the College of Teacher Education (CTE) in assessing the

vocabulary skills and help shape the teaching approach of English teachers.

Also, may have a huge impact in terms of their planning on teaching and

learning approaches if crises happen again.

 8

Teachers. This will help them realize that the level of vocabulary skills is

diverse among students for them to adjust their teaching methods and

address what their student’s needs.

Students. The findings of this study are beneficial to students as a basis

that there are some factors to be considered in vocabulary enhancement.

With this realization comes along the student’s motivation and initiative to

do a self-check and a change in perception for the betterment of their own

well-being.

Future Researchers. The result of this study can serve as basis for further

study on metacognitive strategies and vocabulary skill.

Scope and Delimitation

The study was participated by the Tertiary Freshmen students of the

BSED program major in English at the College of Teacher Education at

Sultan Kudarat State University- ACCESS Campus covering the second

semester of A.Y. 2021- 2022. This study was limited to Metacognitive

Strategies which covers indirect metacognitive strategies used by Tertiary

Freshmen students of Sultan Kudarat State University on Vocabulary Skills.

It was conducted with a survey questionnaire that focused on the

investigation of the metacognitive strategies of the respondents.

Definition of Terms

The following terms used in the study are defined operationally to

ensure clarity and better understanding.

Antonyms- refer to one of the components of vocabulary skills that contains

 9

20 items used to gather the data needed.

Arranging & Planning Learning- - refers to one of the metacognitive

strategies checklists that contains 10 items used to gather data.

Assessing Learning - - refers to one of the metacognitive strategies

checklists that contains 10 items used to gather data.

Connotation -refers to one of the components of the vocabulary skills test

that contains 20 items used to gather the data needed.

Denotation - refers to one of the components of the vocabulary skills test

that contains 20 items used to gather the data needed.

Focusing - refers to one of the metacognitive strategies checklists that

contains 10 items used to gather data.

Metacognitive Strategies- refers to the thinking styles and strategies of

the respondents in acquiring vocabulary.

Synonyms - refers to one of the components of the vocabulary skills test

that contains 20 items used to gather the data needed.

Vocabulary Skills- refer to the skills of the respondents in terms of

synonyms, antonyms, connotation, and denotation to be measured to

gather the data needed.

Tertiary Freshmen BSED-English Students- refers to the respondents of

study that consist of 43 individuals.

10
11
12
13
 14

Definition of Terms

The following terms used in the study are defined operationally to ensure

clarity and better understanding.

Antonyms- refer to one of the components of vocabulary skills that contains 20

items used to gather the data needed.

Arranging & Planning Learning- - refers to one of the metacognitive strategies

checklists that contains 10 items used to gather data.

Assessing Learning - - refers to one of the metacognitive strategies checklists

that contains 10 items used to gather data.

Connotation -refers to one of the components of the vocabulary skills test that

contains 20 items used to gather the data needed.

Denotation - refers to one of the components of the vocabulary skills test that

contains 20 items used to gather the data needed.

Focusing - refers to one of the metacognitive strategies checklists that contains

10 items used to gather data.

Metacognitive Strategies- refers to the thinking styles and strategies of the

respondents in acquiring vocabulary.

Synonyms - refers to one of the components of the vocabulary skills test that

contains 20 items used to gather the data needed.

Vocabulary Skills- refer to the skills of the respondents in terms of synonyms,

antonyms, connotation, and denotation to be measured to gather the data
needed.
Tertiary Freshmen BSED-English Students- refers to the respondents of study
that consist of 43 individuals.
 15

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of the relevant literature as well as the

studies that further discusses viewpoints from the authors and publishing

institution that the researchers find useful to the development of the study.

Metacognition

The idea of metacognition, which first appeared in the field of cognitive

psychology over three decades ago, serves as the conceptual backbone of

metacognitive education (Goh, 2008). The term "metacognition" can be

understood as either "thinking about one's thinking" or "the human ability to be

cognizant of one's mental processes." As a concept, "metacognition" has

been described as "thinking about one's thinking".

Based on a meta-analysis, Caskurlu, Maeda, Richardson, and Lv

(2020) conclude that teaching presence is linked to student satisfaction and

perceived learning. They argue that these findings can have practical

implications, for example, by giving students an understanding of how they

can be more active in a course and by giving them the opportunity to interact

with other students, experience their point of view, and construct knowledge

through collaboration. Metacognition in an online learning community is

closely linked to teaching presence. Garrison and Akyol (2015) argue that, by

assuming teaching presence responsibilities and having an understanding of

the inquiry process, participants may achieve metacognitive development.

Metacognition
 16

may, therefore, be found in the student's expressions of teaching and

cognitive presence, while social presence creates a frame of reference

(Garrison & Akyol, 2015). By assessing what they know about a subject or

assignment, by reflecting on their own and other participants' contributions,

and by asking for help or giving help to others, students take on teaching

presence responsibility and achieve metacognitive development.

Recent studies (e.g., Garrison & Akyol, 2015a, b; Hadwin, Järvelä, & Miller,

2018) have emphasized the necessity of broadening perspectives on

metacognitive regulation by investigating not only individual but also social forms

of regulation, especially the latter which helps students deliberate upon their

thinking (Ucan & Webb, 2015), determine shared goals and strategies, and foster

ongoing interaction and the construction of joint knowledge (Malmberg, Järvelä,

& Järvenoja; Raes, Schellens, Wever, & Benoit, 2016). This socially-shared

metacognitive regulation may, to some extent, correspond with the social

constructivist theory that prioritizes the process of social knowledge construction,

especially in both classroom and online learning contexts that make use

of collaborative learning approaches (Lin, Hou, & Tsai, 2016). Following the

proposed argument, the present study focuses on two modes of metacognitive

regulation, namely, metacognitive self-regulation and metacognitive co-

regulation.

According to Garrison and Akyol (2015), metacognitive self-regulation entails

the management and monitoring of skills and strategies when an individual is

involved in personal reflective learning processes. Metacognitive self-regulation,

in other words, is a learner's contribution to learning. Metacognitive co-regulation

 17

Is the management and monitoring of skills and strategies when an individual is

taking part in a collaborative learning process as a coherent and purposeful

group member. More specifically, co-regulation is immersed in the interpersonal

interactions and exchanges among learners through regulatory activities such as

turn-taking between teachers and learners in sharing reflected thoughts, decision

making, and monitoring progress (Hadwin et al., 2018; Hadwin & Oshige, 2011),

thereby encouraging learners to actively discuss, regulate themselves in

cognitive activities, and practice their own metacognitive skills (Raes et al.,

2016).

Metacognitive Strategies

Metacognitive strategies (MS) are defined by Chamot (2009) as "executive

processes used in planning for learning, monitoring one’s own comprehension,

production and evaluating how well one has achieved a learning objective".

During this study, participants were trained in planning, monitoring, and

evaluating their own learning. This process included asking learners to decide on

the most efficient methods for learning, encouraging them to set their own goals

and strategies (focusing), determining whether or not the learning task was

progressing by examining, regulating, and checking their comprehension and

progress in the task (planning), and finally checking on their success in

accomplishing their goals and using learning strategies effectively (evaluating).

In recent years, researchers' interests in metacognitive strategies have

increased due to the positive effects that Metacognitive Strategy Training (MST)
 18

has on learner performance. Klimenko, Álvarez, Londoño, Álvarez, and

Bermúdez (2008) argue that it is necessary to emphasize an extracurricular

integration of cognitive and metacognitive teaching strategies that allows

students to learn how to organize their activities and become more familiar with

their own particularities, which in turn can facilitate and increase student

awareness regarding the use of metacognitive strategies. Similarly, a study

carried out by Wang, Spencer, and Xing (2009) on metacognitive beliefs and

strategies in learning Chinese as a foreign language concluded that facilitating

strong metacognitive beliefs and strategies empower second language learners

to facilitate better and more effective learning. In a study focused on training

learners in the use of a metacognitive model of strategic learning to foster

listening comprehension, Barbosa (2012) concluded that participants improved

their selective listening comprehension, as well as showed enhancement of

cognitive and metacognitive awareness of the selective listening comprehension

process, by applying direct attention strategies and completing a systematic

listening process (pre- listening, while-listening, and after-listening) informed by

the use of metacognitive strategies.

“Efficient use of time” and knowing when to study a new word actively are

considered to be useful metacognitive strategies (Kalahaji, 2012). Some

examples of metacognitive strategies that could help learners increase their

vocabulary are listening to the radio/tapes of word lists, watching a

video/movie/TV program,
 19

reading newspapers, learning words from commercials, writing meaning/s of new

words, skipping difficult words, and others.

Similarly, the Chinese college students who participated in Zhao’s (2009)

study were revealed to rarely use metacognitive strategies in their vocabulary

learning, and the metacognitive strategy related to ‘planning’ was the least

used. Zhao’ study shows that despite their awareness of the importance of

vocabulary learning, they failed to learn vocabulary effectively and neither did

they know how to use vocabulary learning strategies appropriately. Language

learning is not new to the concept of learning strategies. According to Griffiths

and Oxford (2014), research on learning techniques stretches back to the

1970s. The authors note that the research on learning techniques is still

relevant as literature because the concept is still prevalent in the present day.

Thus, there are numerous definitions of learning strategies. Griffiths and

Oxford (2014), learning strategies are ways or technologies that learners

employ to acquire knowledge, learning strategies are methods that learners

use to aid in language acquisition, retention, retrieval, and performance. Even

though there are numerous definitions of learning strategies, it is possible to

conclude that learning strategies are those employed by learners to facilitate

their learning.

Researchers also vary in their categorization of learning styles. (O'Malley

and Chamot 2014) categorizes learning strategies as either directly or

indirectly affecting learning. Direct learning tactics include clarification,

monitoring,
 20

memorization, guessing/inductive inference, deductive reasoning, and

practice, whereas indirect learning strategies involve generating opportunities

for training and production. O'Malley and Chamot (2014), categorize learning

strategies as cognitive strategies, metacognitive strategies, and

social/affective strategies. According to the authors, cognitive strategies

involve language processing in the brain, whereas metacognitive strategies

involve thinking about the learning processes. Social/emotive strategies

describe methods for addressing the effective and social components of

learning situations. Chamot (2014), categorizes tactics into two primary

groups: direct strategies and indirect strategies.

In 2016, Gibson cited Flavels definition of metacognition as meaning

“knowledge and cognition about phenomena”. The metacognitive strategy has

two stages which are metacognitive regulation and metacognitive knowledge.

The utilization of Strategy Based Instruction (SBI) can have a significant effect on

the L2 learner’s development. In regard to metacognitive instructional models,

(Gibson, 2016) entails that Self-regulated Strategy Development Model and

Cognitive Academic Language Learning Approach (CALLA) as being two of the

more frequently used models. Using metacognitive strategies is an approach that

teachers of ESL students should heavily consider, as this powerful and

purposeful methodology concurs with the findings of (Gibson, 2016), which cited

Oxford 1990 metacognitive strategies that aim to complete organizing, focusing

and evaluating the learning of an individual.

 21

Direct and Indirect Learning Strategies

Learning strategies are split into two most important categories: direct and

indirect strategies. Each of these types is comprised of three categories. The first

type, direct learning strategies, are broken into cognitive, memory-related, and

compensatory strategies. Oxford; Garita and Sánchez (2020) remarked that

cognitive strategies are those that allow learners to handle information in a direct

form. Among the strategies found in this first category are reasoning, analyzing,

note-taking, outlining, and summarizing. Memory-related strategies make

concept linkage possible. This may be achieved by using mental images, sounds,

acronyms, body movement, printed material such as flashcards, and location.

Compensatory strategies, as the first word implies, compensate for missing

knowledge. As noted above, direct strategies (cognitive, memory-related, and

compensatory) are linked to the mental processing of language. These oversee

help the students internalize and retrieve the information to achieve language

proficiency. The second type of learning strategies, indirect learning strategies, is

likewise divided into three categories: metacognitive, affective, and social.

Oxford; Garita and Sánchez (2020) detailed that metacognitive strategies help

students manage the learning process entirely. This means that students can

decide what is most suitable for them according to their needs. Students can

gather and organize materials, plan for a task, create a study schedule, monitor

mistakes, and evaluate accomplishments. This matter emphasized the

significance of generating this kind of self-awareness that promotes reflection,

task,
 22

procedure set-up, continuous performance check-up, and task assessment after

its realization. It was also explained that affective strategies are those related to

students’ moods and feelings. Some of these strategies could be knowing the

levels of anxiety, deep breathing, praising oneself, and thinking and talking

positively. Lastly, social strategies have to do with the sense of community, and

as a community, people interact and communicate. Asking questions to get

verification, working collaboratively, taking part in conversations, and

understanding the target culture are among the most common social strategies

suggested by the author. In short, indirect strategies (metacognitive, affective,

and social) allow for control of the learning process; they allow students to decide

what to do and how to effectively do it.

Metacognitive Strategies and Language Achievement

(Kummin & Rahman, 2010) have reviewed the use of metacognitive

strategies on the achievement of English language in the context of English as a

Foreign Language. They agree that there is a positive relationship between the

use of metacognitive strategies and achievement in English. Students who take

specialized courses in English from An-Najah University, Palestine use more

metacognitive strategies compared with other learning strategies. Students with

high achievement in English use more metacognitive strategies than students of

low achievement in that language. Her findings show that high achievers are

highly aware of their needs and seek more opportunities to practice English.

They also found that there are differences in the metacognitive strategies used

by English
 23

listeners. Her research shows that students with low achievement in English

language use less metacognitive strategies especially directed attention,

functional planning, and self-management strategies. Students often use

metacognitive strategies while reading academic materials in Bahasa Indonesia

than in English as a Foreign Language. She also proposes language teachers to

encourage students to use metacognitive strategies to improve their performance

in both languages. In addition, she suggests language teachers to encourage

their students to use metacognitive reading strategies to improve their reading

performance both in Bahasa Indonesia and in English. Taraban, Kerr, and

Rynearson (2004) have developed a Metacognitive Reading Strategies

Questionnaire (MRSQ) to measure metacognitive reading strategies of English-

speaking students. They explained that college students have academic goals

related to academic tasks. Their knowledge and the use of strategies reflected

these factors. To complete these tasks successfully, other strategies are

required. For example, students need to gather and plan lessons more

significantly and try recalling information learned from the text in order to achieve

success in class and exams. Skilled readers have metacognitive skills. College

students use metacognitive skills oriented towards academic success. Thus,

metacognitive skills may be one of the characteristics that distinguish successful

college students from unsuccessful college students.

Metacognitive Strategies and Vocabulary Skills

Vocabulary learning is viewed as learning words, learning phrases, and

 24

learning chunks. Vocabulary acquisition supports the teaching and learning of

other language abilities, such as listening, writing, reading, and speaking,

through enhancing oral and written spontaneous communication in the

classroom (Chengqian, 2009). Hence, the enhancement of vocabulary

learning abilities provides additional benefits for language skills, laying the

groundwork for a separate area of language learning that involves the target

language. For this reason, vocabulary learning is conceived through

metacognitive instruction by training the learner in the use of metacognitive

skills, thereby transforming the learner's preexisting skills into employing

different methods for determining understanding of the concepts and creating

a broader understanding of a word, as opposed to traditional methods such as

memorization and translation. This decision is supported by Lam's (2010)

research on third graders, which provides data about metacognitive teaching

for vocabulary acquisition. It actively involves pupils through task- based

strategies in the process of generating meaning.

Some experts have different definitions of vocabulary. Vocabulary is one

of the language components that should be learned and taught, according to

Vossoughi (2009). Additionally, word vocabulary is a tool that we use to think,

convey emotions and opinions, and learn about the world. People are

considered to use vocabulary as the fundamental understanding of learning a

language to communicate and interact with one another in their everyday life.

Based on the statements, it is clear that

 25

vocabulary is vital for mastering the four skills: speaking, reading, and

listening. In addition, vocabulary can assist communication skills.

Vocabulary Learning Strategies

The significance of vocabulary is appreciated both in second language

research and in language teaching. The number of studies and books concerning

vocabulary instruction has increased. Thornbury states, “This is partly due to the

recent availability of computerized databases of words (or corpora), and partly

due to the development of new approaches to language teaching which are

much more word-centered, such as the lexical approach” (Aravind &

Rajasekaran, 2020). Burns and Richards (2018) emphasized the importance of

aptitude tests in Second Language Acquisition (SLA). Initial learning draws on

conscious learning abilities, such as memory, reasoning, and analytic abilities

assessed through aptitude tests in SLA. Mayer (2019) mentioned the influence of

multimedia in learners’ deep learning. The impact of deep learning was more

from words and pictures than from words alone. Amirian and Heshmatifar (2013)

conducted a study on “A Survey on Vocabulary Learning Strategies: A Case of

Iranian EFL University Students”. 74 students were used for the study. The result

showed that determination strategies were frequently used by the students.

Guessing from context and dictionary usage are the most popular strategies for

the Iranian learners to acquire vocabulary. Ramos (2015) reviewed incidental

vocabulary learning under the title, “Incidental Vocabulary Learning in Second

Language Acquisition: A Literature Review”. In the article, he surveyed the

understanding of incidental learning and the relationship.

 26

of reading and the promotion of vocabulary learning through strategies and tasks

with technology-based methods. Rabadi (2016) investigated a study on

“Vocabulary Learning Strategies Employed by Undergraduate EFL Jordanian

Students”. 110 students were used for the study. The study showed that memory

strategies were the most frequently employed by them and metacognitive

strategies were the least frequently used strategies among them. In addition, the

study revealed that the variation of Jordanian participants’ choice of vocabulary

learning strategies were medium strategy users. Nosratinia et al. (2017)

published a research paper on “Promoting Second Language Learners’

Vocabulary Learning Strategies: Can Autonomy and Critical Thinking Make a

Contribution?” 100 undergraduate EFL learners were used for the study. Three

questionnaires were given to estimate their critical thinking, autonomy and

vocabulary learning strategies, and analyzed by Pearson’s product-moment

correlation coefficient. Findings showed the significant relationships between

autonomy and critical thinking, critical thinking and vocabulary learning

strategies, autonomy and vocabulary learning strategies. In addition, the

stepwise method revealed autonomy is the best predictor of vocabulary learning

strategies. Specifically, EFL learners’ autonomy predicts 20 percent of

vocabulary learning strategies compared to critical thinking. Aravind and

Rajasekaran (2018) conducted a study on strategies used by research scholars

in vocabulary learning. The findings revealed that the frequent strategies

employed were using new words in the sentence, note-taking in the class,

studying or spelling of words, spoken repetition, and usage of dictionary. Other

strategies like the Peg method, analyzing of parts

 27

of speech, flashcards were not preferred by the research scholars in vocabulary

learning.

Having a sufficient grasp of vocabulary is crucial to learning a second or

foreign language, educators, researchers, and commentators have long been

interested in the importance of vocabulary teaching and learning. English

teachers can be guided and assisted in better understanding their students'

expectations and happiness with their language sessions by using strategy in

language acquisition. It should be mentioned that the English teacher's

manner of instruction occasionally has an impact on the student's language

learning strategies. Therefore, all English language educators should

investigate various teaching strategies. Innovative teaching techniques

include identifying students' learning methods, managing instruction on those

strategies, and assisting students in becoming more self-reliant in their

learning and thinking. The most difficult topic for language teachers to teach is

vocabulary, which is typically viewed as the fundamental tool for

communication. Despite mastering all grammar concepts during language

learning, children who lack sufficient word storage are unable to communicate

effectively. Numerous academics, researchers, linguists, and language

instructors have studied the use of vocabulary learning tactics over the years.

Many academics and researchers have been investigating the many

approaches to language learning and teaching, as well as the potential

significance of other learning settings or trainee contributions including

learning styles, motivation, and language

 28

learning strategies, respectively. Recently, several academics have made an

effort to investigate the potential causal relationship between word knowledge

and the development of reading comprehension ability. Reading

comprehension has been viewed as being longitudinally predicted by

vocabulary storage (Atasheneh, Nasser; Naeimi, Maki 2015).

Vocabulary Building

A considerable number of researchers have argued that using specified

vocabulary building strategies plays an important role in closing achievement

gaps. (Gibson, 2016) expressed that vocabulary development and retention

plays a pivotal part in the classroom environment serving ESL students. The

research concluded that second language learning occurred with the usage of

visual representation, translation texts and task-based vocabulary learning

approaches. Among these vocabulary learning approaches are the usage of

pictorial vocabulary teaching, fill-in-the-blank, storytelling and matching activities,

which concurs with several of the findings that found using word play activities,

reading to children and contextual vocabulary teaching as being effective

methods for educators to use. Adesope, Lavin, Thompson, and Ungerleider

(2011) displayed evidence that using pedagogical strategies in ESL student’s

literacy development is an effective strategy. Using cooperative reading, phonics

and writing skills are methodological practices that are appropriate to facilitate

ESL vocabulary and literacy enhancement initiatives.

 29

Difficulties in Learning and Teaching Vocabulary

The fact that English has a vast number of words posts a big problem for

students and teachers alike. There are many studies focusing on difficulties in

learning and teaching English vocabulary. Because of the large vocabulary size,

according to (Heng, 2011), learners of English have many problems in trying to

learn all the difficult or technical words mainly found in the written text. They also

find it hard to use the words in the right context and to get their message across.

Moreover, learners also have limited access to the kinds of texts that they can

read without any difficulty. The same authors also highlighted the negative impact

of vocabulary size on the way English is taught. They mentioned that teachers

cannot hold high expectations of their students because of the “sheer size of

English vocabulary”. Heng (2011) also states that “the main problem with

vocabulary teaching is that only a few words and a small part of what is required

to know a word can be dealt with at any one time.” In another study with

advanced English learners in China, Nan and Mingfang; Heng (2011) found that

many learners have problems with “word choices”. In other words, students have

difficulties putting their ideas into words, that is, they cannot find the right English

words they need to express their ideas in speaking and writing. The study also

indicated that students also have great difficulty with spelling, pronunciation, and

comprehension of the meaning of the words. All the problems mentioned above

are not uncommon in the Cambodian EFL context. This study will explore

whether or not the selected.

 30

participants share similar difficulties like other Asian learners of English, and

possible solutions will be made to tackle those problems.

Vocabulary Knowledge and Reading Comprehension

Vocabulary knowledge in reading comprehension refers to a kind of

knowledge that facilitates text comprehension by single, double, or more

words/characters' semantic meaning identification, providing the possibility of

necessary cognitive capacity for higher-level reading processes (Silva and Cain,

2015; LervAag et al., 2018). Extant literature has shown that vocabulary

knowledge contributes to reading comprehension through semantic meaning

identification and played a collaborator role with inference on sentence meaning

comprehension (Silva and Cain, 2015; LervAag et al., 2018; Lawrence et al.,

2019). High quality of word semantic meaning identification is beneficial for

accurate individual word meaning retrieval (Perfetti and Hart, 2002), which

establishes word-and-word unit for sentence proposition coherence (Cain et al.,

2004; Braze et al., 2016). Past evidence has shown that vocabulary is

significantly related to inference ability, listening comprehension, and reading

comprehension (Daugaard et al.,2017). Chinese is a kind of logographic script

that is different from alphabetical script in character construction (Ku and

Anderson, 2003; Ramirez et al., 2010), grammatical knowledge (Bawa and

Watson, 2017; Paradis and Jia, 2017), and function words sequence (Chen et

al., 2016; Lee et al., 2017). Chinese characters are usually constructed by two

components: the radical part usually represents the pronunciation of the

character; the other side of the component

 31

represents the function of the character. The structure usually could be divided

into three categories: left-right, top-down, and surround. In Chinese, the

restricted semantic components (e.g., time, objects, and status of the subjects)

are usually inserted into the sentences rather than set at the end of the sentence

or an independent component at the first part in the sentence. A single character

could also be one sentence with a complete meaning represents the meaning of

someone understanding the whole meaning, skills, or the content that the other

one mentioned. The function and the meaning of the Chinese character are

determined by the semantic meaning situation. Vocabulary knowledge

contributed to reading comprehension through word recognition directly and

through reading fluency, decoding ability, and reading rate indirectly (Hilton,

2008; Spencer and Wagner, 2018). Past studies showed that vocabulary

knowledge contributed to reading comprehension process via word semantic

meaning recall (semantic feature of orthographic, morphological, phonological,

and pragmatic characteristics) speed and quality to achieve a mental image from

the given text (Perfetti, 1985; Logan and Kieffer, 2017; Lawrence et al., 2019).

However, the inconsistent results of various correlations between vocabulary

knowledge and reading comprehension have been found in Chinese students,

from low correlation (e.g., Cheng et al., 2017) to high correlation (e.g., Li et al.,

2009). The unique effect of vocabulary knowledge on reading comprehension

remains unknown among Chinese students; therefore, the role of the vocabulary

knowledge effect on reading comprehension for Chinese participants requires

further investigation.
 32

Research on metacognitive strategies and vocabulary skills has highlighted

their importance in promoting effective vocabulary learning and retention.

Metacognitive strategies refer to learners' awareness and control over their own

learning processes, while vocabulary skills encompass the acquisition and

understanding of words.

Synthesis

Metacognition, the process of thinking about one's own thinking, plays a

crucial role in education, particularly in the context of learning and teaching

vocabulary. This concept has been extensively studied and applied in various

educational settings. Metacognition's role in education was highlighted by Goh

(2008) and its application in online learning communities was discussed by

Garrison and Akyol (2015). It involves students actively reflecting on their

learning process, assessing their understanding, and collaborating with others to

construct knowledge.

In vocabulary acquisition, metacognitive strategies are essential. Learners

need to plan, monitor, and evaluate their vocabulary learning process to

effectively expand their word knowledge. Various studies have explored the use

of metacognitive strategies in vocabulary learning, highlighting their positive

effects on language performance (Klimenko et al., 2008; Wang et al., 2009).

These strategies enable learners to organize their learning activities, set goals,

and regulate their cognitive processes, enhancing the retention and application of

new words (Barbosa, 2012).

 33

Different types of metacognitive strategies are recognized, such as

metacognitive self-regulation and metacognitive co-regulation. The former

involves individual management and monitoring of learning, while the latter

focuses on collaborative learning contexts where learners interact and jointly

construct knowledge (Hadwin et al., 2018; Raes et al., 2016).

Vocabulary learning strategies are categorized into direct and indirect

strategies. Direct strategies encompass cognitive, memory-related, and

compensatory strategies, aiding learners in processing language information.

Indirect strategies involve metacognitive, affective, and social strategies,

enabling learners to control and manage their learning processes, deal with

emotions, and engage in social interactions to enhance vocabulary acquisition

(Oxford & Garita, 2020).

The relationship between vocabulary knowledge and reading

comprehension is crucial. Vocabulary knowledge contributes to reading

comprehension by aiding semantic meaning identification and inference, which

are vital for understanding texts (Silva & Cain, 2015; Lervag et al., 2018).

Effective vocabulary skills enable learners to retrieve word meanings accurately

and comprehend texts more deeply.

However, challenges exist in vocabulary learning. English's extensive

lexicon poses difficulties for learners, impacting their ability to comprehend,

choose appropriate words, and use them contextually (Heng, 2011). Educators

must consider various teaching strategies to address these challenges.

Innovative
 34

techniques, such as task-based approaches, visual aids, and technology

integration, can enhance vocabulary learning outcomes (Gibson, 2016; Adesope

et al., 2011).

Generally, metacognitive strategies play a pivotal role in education,

particularly in vocabulary acquisition. Effective vocabulary learning involves using

metacognitive strategies to plan, monitor, and evaluate learning processes.

These strategies empower learners to take control of their learning, collaborate

with peers, and develop robust vocabulary skills. Educators must address the

challenges posed by the extensive English lexicon and employ innovative

teaching methods to enhance vocabulary learning outcomes.

 35

CHAPTER III

METHODOLOGY

This chapter discusses the research design, locale of the study,

respondents, sampling design, research instrument, data gathering procedure

and statistical analysis. It describes the procedures that the researchers

followed in the data gathering, analyzing and interpreting phases of the

research.

Research Design

This study used descriptive-correlational research design to investigate

the different metacognitive strategies on vocabulary skills of Tertiary

Freshmen students of Sultan Kudarat State University ACCESS Campus.

According to Judith Quaranta (2016), descriptive research is a study in which

the researcher is primarily interested in describing relationships among

variables, without seeking to establish a causal connection while correlation

research is type of nonexperimental research in which the researcher

measures two variables and assesses the statistical relationship between

them with little or no effort to control extraneous variables. The descriptive

correlational approach considers two variables and is designed to observe

and describe the behavior of a subject without influencing its normal behavior.

This approach is fit for the study since the researchers conducted a study

in which the researchers investigate the different Metacognitive strategies on

Vocabulary Skills of Tertiary Freshmen. The individual has been used in

comparison with each other to know whether similar or common results from
 36

different freshmen students.

Locale of the Study

The study was conducted at Sultan Kudarat State University for the
 37

reason that it is one of the outstanding tertiary schools in Sultan Kudarat.

Furthermore, the researchers chose to conduct the research study most

specifically in the institution because it provides the researcher information

about the different metacognitive strategies on vocabulary skills of First Year

BSED English students of SKSU ACCESS Campus. This institution is in Brgy.

EJC Montilla, Tacurong City, Sultan Kudarat. The study was conducted during

the 2ND semester of Academic Year 2022-2023.

,Figure 2. Map of SKSU-ACCESS Campus. (Source: Google

Map) Respondents of the Study

In this study, a 43 English freshmen student has been selected to

participate in the study. The respondents came from the Bachelor of

Secondary Education major in English freshmen students are selected to be

thesubject and
 38

part of this research since all English freshmen students are vulnerable since

they discover along the way some of vocabulary skills that needed to learn.

The participants were selected using a complete enumeration method

wherein 100% of the populations of the tertiary fresh BSED English students

are the participants of the study. The researchers also included at least three

validators who checked the researcher’s made questionnaire regarding the

metacognitive strategies of the students. The validators served as the experts

who were knowledgeable of the study. They had evaluated whether the

questions effectively capture the topic under investigation and will provide

corrections and suggestions to improve the researcher’s made questionnaire.

Sampling Technique

This study employed the use of complete enumeration sampling

technique. It is also known as population survey and complete enumeration

survey. The data needed by the study is obtained from each and every unit of

the population as part of the complete enumeration sampling method. The

participants of the study were the Tertiary Freshmen Students wherein their

population is composed of 43 students. The use of this sample method

contributed a significant aspect toward ensuring that the findings of the

research will be reliable and accurate.

Data Gathering Instrument

For the study to be smoothly conducted, standard procedures were

adhered to push through the research. To find the answers to the main
 39

objective of the study. The researchers used survey

questionnaires as the instrument of the study to determine if

there is a significant relationship between metacognitive

strategies and vocabulary skills of freshmen BSED English

students. The researchers conducted two parts of the

examination.

The part one was the researcher’s made survey

questionnaire that was validated by the experts that consisted of

30 items survey questions about the level of metacognitive

awareness of the freshmen BSED English students.

Part two was composed of the examination for vocabulary

areas such as 20 items each on synonyms, antonyms,

connotation, and denotation with a total of 80 items examination.

The survey was followed by data collection, analysis, and

interpretation. There were 43 copies of the survey questionnaires

used by the researchers during the survey of part one and part

two of the test which were administered to the 43 respondents to

gather the data needed. The instruction on how to appropriately

answer the questions that was simplified to help and guide the

respondents to give the best feedback and responses. The

context of the survey was followed by the rating scale of 5,4,3,2,

and 1 described as always, often, sometimes, seldom, and

never. Likert scale is the rating scale utilize by the researchers to

 40

gather the data needed. A Likert scale is a rating scale used to

measure opinions, attitudes, or behaviors. It consists of a

statement or a question, followed by a series of five or seven

answer statements. Respondents choose the option that best

corresponds with how they feel about the statement or question.

The numbers with their corresponding descriptions were well

defined for the respondents to check the most appropriate

feedback.

Table 1. Rating Scale and Interpretation on the Extent of Utilization of

the Respondents in their Metacognitive Strategies.

Rating scale Range of Verbal Interpretation

Means Description
The students fully
5 4.21 – 5.00 Always utilize the

metacognitive strategy.
The students mostly
4 3.41 – 4.20 Often utilize the

metacognitive strategy.
The students utilize
3 2.61 – 3.40 Sometimes the

metacognitive
strategy.
The students somewhat
2 1.81 – 2.60 Seldom utilize the

metacognitive strategy.
The students do not
1 1.00 – 1.80 Never utilize the

metacognitive strategy.
41
 42

Table 1. Rating Scale and Interpretation on the Extent of Utilization of the

Respondents in their Metacognitive Strategies.

Rating scale Range of Verbal Interpretation

Means Description
The students fully utilize
5 4.21 – 5.00 Always the metacognitive
strategy.
The students mostly
4 3.41 – 4.20 Often utilize the metacognitive
strategy.
The students utilize the
3 2.61 – 3.40 Sometimes metacognitive strategy.
The students somewhat
2 1.81 – 2.60 Seldom utilize the
metacognitive strategy.
The students do not
1 1.00 – 1.80 Never utilize the
metacognitive strategy.

Table 2. Rating Scale and Interpretation on the Level of Vocabulary

Skills of Tertiary Freshmen BSED English Students.

Range of Scores Verbal Description Interpretation

The students have

17-20 Excellent advanced vocabulary skills.
The students have high
13-16 Very Good vocabulary skills.
The students possess
9-12 Good vocabulary skills.
The students need to
5-8 Poor develop his/her vocabulary
skills.
The students have low
0-4 Very Poor vocabulary skills.
 43

Data Gathering Procedure

The data gathering procedure began with the advisory committee panel

and the Dean of the College of Teacher Education approved the proposal.

After it was approved, the researchers obtained the validation of a research

questionnaire and the permission from the dean of the College of Teacher

Education before surveying the respondents of the study.

Following gaining the participants' permission, the researchers sought

the respondent’s consent and explained the objective of the study and

confirmed that all respondents meet the predetermined criteria.

To acquire quantitative data, researchers conducted an online survey on

the metacognitive strategies and online examinations to students in the

vocabulary areas such as synonyms, antonyms, connotation, and denotation.

The survey was followed by data collecting, analysis, and interpretation.

The data collected was treated through the utilization of appropriate statistical

methods to ensure accuracy and consistency. The statistical analysis results

were interpreted to identify patterns and relationships. The researchers sought

approval for the research instrument from the appropriate authority.

Finally, after finishing the data and determining its meaning, the

researchers submitted their findings after completing their work with the data

and establishing its significance.

 44

Approval of the Proposal

Validation of Research Instrument

Seek Permission to Conduct the Study Addressed to the

Participants, noted by the Research Adviser and Approved by the

CTE Dean

Seek Permission to Conduct the Study

Addressed to the CTE Dean

Seek Permission to Conduct the Study Addressed to the

Respondents, noted by the Research Adviser, and approved by the

CTE Dean

Conduct of the Study

Distribution of Survey Questionnaires

Data Retrieval and Consolidation

Interpretation of Data

Figure 3. Waterfall-diagram of Data Gathering Procedure

 45

Statistical Treatment

This study utilized different statistical tools in providing a systematic way

of organizing the analyzed data to answer the questions depicted in the study.

The statistical tools that were used are the following: Mean has been

employed to determine the extent of metacognitive strategies and the level of

vocabulary skills of Tertiary Freshmen BSED English students. On the other

hand, the Pearson Product-Moment Correlation Coefficient was utilized to

determine the significant relationship between the extent of utilization of the

metacognitive strategy and the level of vocabulary skills of the tertiary

freshmen BSED English students. It is a measure of the strength of a linear

association between two variables and is denoted by r. Basically, a Pearson

correlation attempts to draw a line of best fit through the data of two variables,

and the Pearson correlation coefficient, r, indicates how far away all these

data points are to this line of best fit.

46
47
48