Abstract:
The main objective of this study was to investigate EFL students’ awareness and challenges in using metacognitive strategy in learning English vocabulary at Jiren secondary school. To this end, descriptive survey research design was employed in the study. The participants of the study were 13 Jiren high school English language teachers who were recruited using comprehensive sampling and 90 grade 10 students who were sampled using systematic sampling technique. In order to collect the data for the study, students' and teachers’ questionnaire, teachers' interview and classrooms observation were used. Both quantitative and qualitative methods of data analysis were used to analyses the data. That is, data obtained through questionnaires were analyzed quantitatively using frequencies and percentages whereas, the data gathered through teachers' interview and classroom observation, were analyzed qualitatively. The analysis revealed that the vocabulary teaching in using metacognitive strategies of the teachers in classroom contradicts with evidences obtained from teachers’ interview. Furthermore, the students' responses and classroom observation result indicated a gap between what the teachers said and their actual classroom. The findings of the study also revealed that teachers and students faced challenges in implementing vocabulary learning through using metacognitive strategies. In addition, the finding showed that little attention is given to using metacognitive strategy favored by teachers and students in EFL class. The study suggests that English language teachers should give special attention in using metacognitive strategy in English vocabulary teaching and learning in EFL classroom.
