Learning foreign language is challenging, especially so without a proper learning approach to the language. Therefore, one should equip oneself with suitable language learning strategies. Teachers should be perceptive of different language learning strategies in learners and which strategies they benefit the most. This quantitative research is carried out to investigate how learners use cognitive and metacognitive strategies in learning French as a foreign language. The instrument used in the study is a survey adapted from Wenden and Rubin (1987). 189 respondents were purposively chosen to answer the survey. The survey has 3 main sections: demographic profile, 19 items on Cognitive components and 11 items on the use of Metacognitive self-regulation. The findings of this study revealed that both cognitive and metacognitive strategies were adopted by students in learning French. Harmonious balance was observed between both strategies. Cognitive strategies were often used for rehearsal, elaboration, followed by organisation and then critical thinking. For metacognitive strategies were used often in planning and self-evaluation. This is then followed by monitoring. For future research, different learning strategies used by learners in learning a foreign language, especially in a specific learning context can be analysed to attain a more comprehension results.
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In-Text Citation: (Idris et al., 2022)
To Cite this Article: Idris, N., Isa, H. M., Zakaria, N. N. N., Taib, N. A. M., Ismail, S., & Rahmat, N. H. (2022). An Investigation of the Use of Cognitive and Metacognitive Strategies in Foreign Language Learning. International Journal of Academic Research in Business and Social Sciences, 12(2), 70 – 89.
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