Implementation Of Metacognitive Strategies In CLIL Classrooms Among The First Year Engineering Students – A Study

Abstract

Vast research is being made to identify the reading strategies among the L2 learners as reading is given much importance for the L2 learners to gather information from any source available.   There are various reading strategies like skimming, scanning etc. among which metacognition (Flavell, 1985) means thinking about thinking or becoming aware of the thinking process during the reading activity.  This strategy helps the L2 learners to become conscious of their thoughts which will help them to enhance their understanding level.  This strategy can be implemented in the Content and Language Integrated Learning (CLIL) (David Marsh, 1994) classes as this is one of the methodologies used for the learning of both the language and the content which would help the L2 learners to enhance both their language proficiency and their thinking skills.  Therefore, the researchers have made an attempt to collect the information about the strategies that the L2 learners use during their reading.  From the survey made among the first year Engineering College Students researchers are able to understand the difficulties faced by the L2 learners and how they feel bore about their monotonous or prolonged reading.  In the proposed research paper, the researchers have made an attempt to use the MARSI questionnaire (Kouider Mokhtari and Carla Reichard, 2002) to create an awareness among the L2 learners about the Metacognitive Strategy which can be used in the CLIL Classrooms.  An analysis is also made from the data collected with the help of the questionnaire used for the survey.