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The Role of Metacognition in Mindfulness Interventions with Japanese EFL University Students

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Title: The Role of Metacognition in Mindfulness Interventions with Japanese EFL University Students
Language: English
Authors: Stringer, Thomas (ORCID 0000-0002-9647-4985), Looney, Kathy (ORCID 0000-0002-0815-2012)
Source: Learning: Research and Practice. 2021 7(2):179-195.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Metacognition, Intervention, Teaching Methods, Second Language Learning, Second Language Instruction, English (Second Language), Undergraduate Students, Educational Practices, Foreign Countries, Outcomes of Education, Role, Mental Health, Measures (Individuals), Language Tests
Geographic Terms: Japan
DOI: 10.1080/23735082.2020.1818806
ISSN: 2373-5082
Abstract: The role of metacognition in learning and academic achievement has been recognised. Outside of education, mindfulness has been shown to enhance metacognition and subsequent outcomes (e.g., in mental health). While mindfulness has been investigated in relation to enhancing outcomes in education, less consideration has been given to the role of metacognition as a mediating factor. The current study used a between-groups design to investigate (1) whether a mindfulness intervention significantly improves learning outcomes, mindfulness and metacognition in those learning English as a foreign language and (2) whether the relationship between mindfulness and learning outcomes is mediated by metacognition. Results of the current study were not significant. However, this study represents an important step in terms of investigating mechanisms of change in educational practices. Methodological considerations and avenues for further research are discussed.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1313014
Database: ERIC
FullText Text:
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  Data: The Role of Metacognition in Mindfulness Interventions with Japanese EFL University Students
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  Data: <searchLink fieldCode="AR" term="%22Stringer%2C+Thomas%22">Stringer, Thomas</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9647-4985">0000-0002-9647-4985</externalLink>)<br /><searchLink fieldCode="AR" term="%22Looney%2C+Kathy%22">Looney, Kathy</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0815-2012">0000-0002-0815-2012</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Learning%3A+Research+and+Practice%22"><i>Learning: Research and Practice</i></searchLink>. 2021 7(2):179-195.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink>
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  Data: 10.1080/23735082.2020.1818806
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  Data: The role of metacognition in learning and academic achievement has been recognised. Outside of education, mindfulness has been shown to enhance metacognition and subsequent outcomes (e.g., in mental health). While mindfulness has been investigated in relation to enhancing outcomes in education, less consideration has been given to the role of metacognition as a mediating factor. The current study used a between-groups design to investigate (1) whether a mindfulness intervention significantly improves learning outcomes, mindfulness and metacognition in those learning English as a foreign language and (2) whether the relationship between mindfulness and learning outcomes is mediated by metacognition. Results of the current study were not significant. However, this study represents an important step in terms of investigating mechanisms of change in educational practices. Methodological considerations and avenues for further research are discussed.
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