Reference Data:
Hamanaka, K. (2026). Implementing metacognitive instruction in a Japanese junior high school. In B. Lacy, M. Swanson, & H. Yoder (Eds.), LanguageS: Learning, Teaching, Assessing – JALT 50 Years – Challenges and Perspectives. JALT. https://doi.org/10.37546/JALTPCP2025-08
This study examined the implementation of metacognitive instruction (MI) in a Japanese junior high school (JHS) English classroom, focusing on changes in students’ metacognitive strategy use. MI was embedded into Japanese-to-English translation tasks and implemented over a four-month period. The participants were 51 third-year (Grade 9) Japanese JHS students. A mixed-method approach was adopted, combining questionnaire data from all participants with semi-structured interviews conducted with eight students. Quantitative results showed significant changes over time in students’ reported use of planning, monitoring, and evaluating strategies. Qualitative findings indicated students’ perceived benefits of MI, alongside indications of the importance of foundational knowledge and sustained instructional duration. The findings suggest that MI can be feasibly embedded into familiar classroom tasks, but sustained implementation is important for supporting students’ metacognitive development over time in lower secondary EFL classrooms in Japan.
本研究は、日本の中学校英語授業におけるメタ認知指導の実施について、生徒のメタ認知的ストラテジー使用の変化に焦点を当てて検討した。対象は中学3年生51名で、約4か月間、和文英訳課題にメタ認知的指導を統合した授業を行った。質問紙、振り返り調査、半構造化インタビューによる分析の結果、計画・モニタリング・評価に関するメタ認知的ストラテジー使用に有意な変化が認められた。質的分析からは、生徒の肯定的な認識とともに、基礎知識や継続的な指導の重要性が示された。
