Authors: Alireza Shakarami, Mardziah Hayati Abdullah
Addresses: Faculty of Modern Languages and Communication, English Department, University Putra Malaysia, P.O. Box 43400, Selangor, Malaysia. ' Faculty of Modern Languages and Communication, English Department, University Putra Malaysia, P.O. Box 43400, Selangor, Malaysia
Abstract: Internet technology with its global reach provides extensive international resources. It enables |Net-Generation| (Oblinger and Oblinger, 2005) language learners to access useful resources and communicate directly with native speakers. The premise of this study is that college Net-Geners language learners, faced with the demands and opportunities of online communication and new learning contexts, are forced to re-evaluate their role and responsibilities as language learners and that their knowledge and management of learning strategies pave the way for their success in their language learning process. White (1995) asserts that online learners need to be self-directed, that includes awareness of the learning process and understanding of their role in language learning. Once such self-knowledge begins to develop, learners have a basis for devising their own means of learning and managing their learning. This paper reports research done on a group of Net-Geners ESL learners in an academic setting to identify their preferred metacognitive language learning strategies to manage and facilitate their language learning, and looks for any possible differences in terms of strategy use or modification for successful language learning.
Keywords: self-management; metacognition; Net-Generation; ESL; language learning; learning strategies; e-learning; online learning; electronic learning; English as a Second Language.
Journal for International Business and Entrepreneurship Development, 2011 Vol.5 No.4, pp.287 - 298
Available online: 06 Sep 2011 *Full-text access for editors Access for subscribers Purchase this article Comment on this article