A RELATIONSHIP BETWEEN METACOGNITIVE LEARNING STRATEGY AND JAPANESE LANGUAGE LEARNING ACHIEVEMENT OF UPPER SECONDARY LEVEL STUDENTS IN BANGKOK

Abstract

This research’s purposes were 1) to study about the use of metacognitive learning strategy of Thai learners of Japanese Language in upper secondary level in Bangkok and 2) to analyze the relationship between metacognitive learning strategy and learning achievement of Thai learners of Japanese Language in upper secondary level in Bangkok. The sample of this research were 323 students studying in Matthayomsuksa 4 (Grade 10) level of 11 government schools under the Office of Basic Education Commission (OBEC). The data were collected by questionnaires, participative observation, and interview and analyzed by statistics, namely, percentage, means, standard deviation, and Pearson correlation coefficient. This research found that samples learning achievement were at a medium level ( = 74.31), and metacognitive learning strategy was used by the sample at a high-frequency level ( = 3.61). As for the relationship between metacognitive learning
strategy and learning achievement, it was at a medium level (r = 0.44, p < 0.01) since the metacognitive learning strategy is the strategy that helps language learners investigate and assess themselves. However, content that samples were studying was elementary Japanese. Other learning strategies, thereby, were acquired by samples to use simultaneously.