Maestría en Enseñanza y Aprendizaje del Inglés

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Exploring metacognition in language and motivation in higher education students: An epistemological journey
(Universidad Santiago de Cali, 2024) Borrero Fernández, Jorge Alberto; García Sánchez, Juan Camilo; Gordillo Muñoz, Greisy Andrea
The present review article provides an in-depth analysis of the existing literature showing the close relationship between metacognition, motivation, and language learning strategies. Therefore, one of the main purposes of this review article is to analyze the effects of metacognitive knowledge, metacognitive experiences, and metacognitive strategies on students' motivation during the process of learning English as a foreign language in higher education. A qualitative approach under the epistemological paradigm allowed its interpretation while analyzing the information in a semi-systematic way with the help of an epistemological chart. In conclusion, the impact of knowledge, experiences and strategies on students' motivation can be both positive and negative. Several factors such as age, attitude towards learning and past interactions with the language (including relationships with teachers or impactful experiences) influence the shaping of this influence