(TOKYO INTERNATIONAL UNIVERSITY)
RAMON ALEX MISLANG (Global Teaching Institute (GTI))
METACOGNITIVE STRATEGIES INSTRUCTION AND ITS ROLE IN VOCABULARY RETENTION ON JAPANESE ENGLISH LANGUAGE LEARNERS : ELT INNOVATIVE PEDAGOGY
Vocabulary is an essential aspect of the language learning process. However, strategies for reviewing vocabulary are either nonexistent or insufficiently integrated into traditional curriculum. As a result, learners often rely on intensive study methods such as rote memorization and repetition. This workshop aims to examine the role of metacognitive strategies on vocabulary retention on Japanese university students in an EFL context. By employing various metacognitive strategies such as planning, monitoring, and evaluating, the classroom paradigm shifts from product-focused to process-based, thus developing effective self-regulated learners. Through explicit instructions, connecting with previous knowledge, and reflective journaling, these tasks are designed to help students develop an awareness of their strengths and weaknesses and increase their intrinsic motivation. This workshop will offer educators with the tools to harmonize metacognitive strategies instruction into language courses to support students in each process of learning to become autonomous learners.
Alexis Busso received her Master’s in Language Teaching from the University of Oregon. Her research interests include gamification, pragmatics, process-based learning, intercultural communication, and blended learning. She has taught in Colombia, at the American English Institute in Oregon, and currently, she is a lecturer at Tokyo International University.
Ramon Mislang has been an EFL/ESL educator for more than ten years. He currently teaches at the School of Language and Communication at Tokyo International University. His research interests include encouraging oral communication in the classroom, increasing awareness of behavioral norms in target language conversation, and extensive listening practices.