Metacognitive Strategies in Learning English Grammar for A1 Level Students

The acquisition of English grammar is a daunting task for A1-level learners. Therefore, metacognitive strategies have emerged as valuable tools within the educational process. These strategies are further reinforced through the use of online platforms that provide interactive activities, enabling students to acquire a better understanding and application of grammatical rules, as well as receive effective feedback. The objective of this research is to investigate the impact of self-assessment and self-regulation metacognitive strategies on English language grammar competencies in students. To conduct this research, both qualitative and quantitative methodologies were utilized to obtain results and conclusions. Two groups of students were selected randomly, and a test was conducted to collect data, facilitating the assessment of grammatical content knowledge and the evaluation of metacognitive strategies from the students’ experiences. The findings at the outset of the research indicated that students had a low level of English language proficiency; however, after the implementation of metacognitive strategies, there was a 4.6% improvement in academic performance. Thus, it was concluded that self-assessment and self-regulation significantly impact English grammar learning.