Perceptions and practices of L2 teachers in metacognitive oracy instruction: A longitudinal case study

Oct 15, 2026

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This embedded single-case study examines four secondary school L2 teachers’ perceptions of metacognitive oracy instruction (MOI) across a two-year design-based research (DBR) project and evaluates effects on their declared practices nearly a year after completion. Questionnaires, learner notes, and interviews were used for data collection, with descriptive statistics and content analysis. Results show an overall positive effect for three teachers, plus a relationship between MOI perceptions and self-reported implementation. Findings highlight teacher difficulties in developing metacognitive practices, even when efficacy beliefs and intentions exist. The study informs teacher educators and researchers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages36

Reading Time1 h 31 min

AccessFree to download

Introduction

Theoretical Background

Methods

Results

Discussion

Australian Journal of Applied Linguistics ISSN 2209-0959 [https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/) Australian Journal of Applied Linguistics, 7 (3), 1–36 (2024) [https://doi.org/10.29140/ajal.v7n3.1531](https://doi.org/10.29140/ajal.v7n3.1531) Perceptions and practices of L2 teachers in metacognitive oracy instruction: A longitudinal case study REMY DECORTEa STÉPHANE COLOGNESIb DYLAN DACHETc FANNY MEUNIERd abdUCLouvain, Belgium; c Université de Liège, Belgium Abstract This embedded single-case study investigates four secondary school L2 teachers’ perceptions of metacognitive oracy instruction (MOI) over a two-year Design-Based Research (DBR) project and examines the effects of the project on their declared practices almost a year after its completion. Questionnaires, learner notes, and interviews to the double were used to collect data. Data analysis included descriptive statistics and content analysis. The results indicate that the DBR project had an overall positive effect on three of the four teachers’ perceptions of MOI. The study also found a link between the teachers’ perceptions of MOI and their self-reported implementation in practice. The findings highlight difficulties teachers face in developing metacognitive practices, even when they believe in their efficacy and intend to implement them. The study offers insights into language teachers’ adoption of metacognitive practices through DBR and can serve to inform teacher educators and researchers. Keywords: Metacognition, in-service language teachers, second/foreign language teaching, designbased research, metacogntive oracy instruction, teacher professional development Introduction The positive effects of metacognition on student learning are now well documented (Avargilet al., 2018; Colognesi, Piret et al., 2020; Wilson & Bai, 2010) . Research indicates that metacognition enables learners to understand their thinking processes, evaluate the effectiveness of their actions, and implement strategies for change (Veenman et al., 2006) . In addition, Copyright © 2024 Remy Decorte, Stéphane Colognesi, Dylan Dachet, & Fanny Meunier Received May 07, 2024 Accepted July 19, 2024 engaging students in metacognitive processes improves their self-efficacy (Colognesi et al., 2019) . The benefits of metacognition are also acknowledged in the field of Second Language Acquisition (SLA) (Anderson, 2002; Chamot, 2005; Wenden, 1998) . Successful language learners commonly exhibit proficiency in metacognitive skills (Haukås, 2018; Zhang & Goh, 2006), and metacognitive strategies are seen as vital to the development of learner autonomy (Zhang & Zhang, 2019) . Despite the benefits, metacognitive activities are uncommon in classrooms (Depaepe et al., 2010; Dignath-van Ewijk, 2016) due to multiple reasons detailed by Barbier and Colognesi (2023). First, teachers struggle with understanding the concept of metacognition (Ben-David & Orion, 2013; Spruce & Bol, 2015; Wilson & Bai, 2010) and lack knowledge on how to engage students in metacognitive practices (Veenman et al., 2006) . Second, teachers hold beliefs that may hinder the promotion of students’ metacognition, such as the perception that students are incapable of answering metacognitive questions (Ben-David & Orion, 2013; Braund, 2019; Spruce & Bol, 2015). They also report time constraints as another barrier (Wilson & Bai, 2010;Șuteu, 2021) . In French-speaking Belgium (Fédération Wallonie-Bruxelles, FW-B), an ongoing educational reform called Le Pactepour un Enseignement d’Excellence1 (henceforth, the Pacte) mandates the implementation of metacognition as a core component of instruction (FW-B, 2016) . This requirement presents a two-fold challenge in terms of shifting teachers’ beliefs and providing training to empower teachers to effectively foster metacognition among their students (Barbier & Colognesi, 2024) . In a recent article, Sato and Loewen (2022)

FAQs

What does the study examine about L2 teachers’ views and classroom practices?

It investigates teachers’ perceptions of metacognitive oracy instruction (MOI) and how their declared practices change over time after the DBR project.

How were data collected and analyzed in the study?

Data were collected using questionnaires, learner notes, and interviews, then analyzed with descriptive statistics and content analysis.

What overall effects did the DBR project have on teachers’ MOI perceptions?

The project had an overall positive effect on three of the four teachers’ perceptions of MOI.

Oct 15, 2026

Upload by Kurz