• Fadi Maher Al-Khasawneh

  Author

• Ibrahim Fathi Huwari

  Author

Previous research works on strategy instruction show that not all L2 strategy training
has been effective; the results of those research works have been inconsistent and inconclusive.
The present research paper aims at identifying the effects of metacognitive strategy instruction
on vocabulary learning of Jordanian university students through a ten weeks instruction
program. To achieve this purpose, vocabulary tests based on Nation’s (1990) vocabulary size
test were used. Sixty students from Jordan University of Science and Technology were randomly
chosen to participate in the present study. The students were randomly assigned to a control
group (n=30), and an experimental group (n=30). Only the experimental group received explicit
instruction on using metacognitive strategies while the control group did not receive any
instruction. The instruction model was based on the Cognitive Academic Language Learning
Approach (CALLA) proposed by Chamot and O’Malley (1994). The findings of this study
revealed that the explicit instruction on using metacognitive strategies proved to be effective. The
experimental group surpassed the control group in the post-instruction vocabulary test. The
implication of this study is that metacognitive strategies instruction should be integrated into the
regular vocabulary classes to help students become more autonomous learners.

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