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This study investigates how review-focused cognitive strategies delivered through an online blended learning tool support metacognition among university-level English learners in Japan. Thirty learners participated in a first-year compulsory English reading and writing course. Data from learner reports, end-of-course questionnaires, tool records, and a research journal showed that the tool increased awareness of linguistic knowledge gaps, supported strategic planning, enabled exploration of new cognitive strategies, and reduced test anxiety. Findings highlight blended learning tools as a means to foster out-of-class review behaviors and metacognitive development, with pedagogical implications and directions for future research.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/out-of-class-review-and-learner-metacognition-reciprocal-effects-in-a-blended-learning-course/594291/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/out-of-class-review-and-learner-metacognition-reciprocal-effects-in-a-blended-learning-course/594291.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What problem does the study address?","Question",{"text":111,"@type":112},"The study addresses how technology can facilitate structured out-of-class review while supporting learners’ metacognitive development, which is often overlooked in language classrooms.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What are the independent review activities (IRAs) used in the study?",{"text":116,"@type":112},"IRAs are review tasks completed out of class, independently chosen by learners. They include simple review with teacher-entered feedback explained via generative AI, AI-based text conversations, and non-AI review options such as rereading and voice-recorded responses.",{"name":118,"@type":109,"acceptedAnswer":119},"How did the online tool affect learners’ metacognition and learning outcomes?",{"text":120,"@type":112},"The tool increased learners’ awareness of gaps in English-related knowledge, supported strategic planning for upcoming quizzes and exams, and gave opportunities to explore new cognitive strategies. It also had a positive impact on test anxiety for many learners.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},594291,1792078882,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 8 (1), 102555 (2025)  \n[https://doi.org/10.29140/ajal.v8n1.102555](https://doi.org/10.29140/ajal.v8n1.102555)  \nOut-of-class review and learner metacognition: Reciprocal effects in a blended learning course  \nGLEN ANDREW STEWART  \nBunkyo University, Adachi Campus, Japan  \nAbstract  \nMetacognition plays a crucial role in language learning, enabling learners to reflect on and adjust their strategies for more effective learning, particularly when reviewing for quizzes and exams. Technology can be a powerful aid in this context. This study examines the extent to which review-focused cognitive strategies, delivered using an online blended learning tool, support the metacognition of university-level English learners in Japan. Thirty learners in total participated in the study. They were enrolled in the teacher-researcher’s thirty-week, first-year, compulsory English reading and writing course. The instruments employed were two learner reports, an endof-course questionnaire, learner records from the tool’s database, and the teacherresearcher’s research journal. Findings indicated that: (1) the tool supported learners’metacognition by raising their awareness of gaps in their English-related linguistic knowledge, aiding their strategic planning for upcoming quizzes and exams, and providing opportunities for learners to explore new cognitive strategies; (2) many learners used their metacognitive skills to maximize their effort and select and use cognitive strategies with intentionality; and (3) the overall assignment had a positive impact on the test-anxiety of many learners. These findings confirm the potential of blended learning tools for fostering out-of-class review behaviors and learners’metacognitive development. Pedagogical implications are discussed and suggestions for future research are provided.  \nKeywords: learner metacognition; self-regulation; review; independent learning; blended learning, generative AI  \nIntroduction  \nHelping language learners develop metacognition is essential, as it plays a central role in fostering self-regulation skills (Efklides, 2009; Oxford, 1990; Wenden, 1998; Xu, 2023; Zhang & Zhang, 2019) . Despite its importance, metacognitive development is often overlooked in language classrooms, where instructional time is primarily devoted to linguistic content (Haukås, 2012, 2016; Wilson & Bai, 2010). Moreover, while some learners may expect their teachers to provide guidance about study strategies (Luk, 2013), others may have limited interest in out-of-class study, such as for reviewing (Lin, 2009) . Given these challenges, there is a growing need to explore how technology can facilitate both structured review by learners while simultaneously fostering their metacognitive development.  \nBlended learning, which combines in-class instruction with technology-mediated independent study, has been widely adopted in second language education due to its benefits for L2 learning (Adair-Hauck et al., 2013; Young, 2008). It is through such a format that teachers could provide learners with the kind of structured review and focus on metacognitive development that is needed. Further, recent research related to the integration of artificial intelligence (AI) (AlTwijri & Alghizzi, 2024; Liang et al., 2021; Woo & Choi, 2021; Yang & Kyun, 2022) indicates that the technology could be drawn on to facilitate this. However, while AI has been shown to support language learning, the extent to which AI-driven review-focused activities could contribute to learners’ metacognitive development remains an open question.  \nTo address this gap, I drew on an existing online blended learning tool for English-language teaching and learning and added functionality that would allow me to provide structured review activities. These would require learn","cbCaiiJ5dXAfGfNz","https://ap.wps.com/l/cbCaiiJ5dXAfGfNz","pdf",966857,"English","# Introduction\n## Metacognition and self-regulation in language learning\n## Technology-supported blended learning and AI integration\n## Study design and independent review activities (IRAs)\n## Expected technology-mediated metacognitive growth","[{\"question\":\"What problem does the study address?\",\"answer\":\"The study addresses how technology can facilitate structured out-of-class review while supporting learners’ metacognitive development, which is often overlooked in language classrooms.\"},{\"question\":\"What are the independent review activities (IRAs) used in the study?\",\"answer\":\"IRAs are review tasks completed out of class, independently chosen by learners. They include simple review with teacher-entered feedback explained via generative AI, AI-based text conversations, and non-AI review options such as rereading and voice-recorded responses.\"},{\"question\":\"How did the online tool affect learners’ metacognition and learning outcomes?\",\"answer\":\"The tool increased learners’ awareness of gaps in English-related knowledge, supported strategic planning for upcoming quizzes and exams, and gave opportunities to explore new cognitive strategies. It also had a positive impact on test anxiety for many learners.\"}]","Out-of-class review and learner metacognition - Reciprocal effects in a blended learning course | PDF",76]