Twenty-first Century approaches to Metacognition and its impact on ELT – A Review of Indian Doctoral Theses
Abstract
Since colonial times, English Language Teaching (ELT) has been extensively practised in India. The Indian ELT scenario has evolved over the years, in tune with global developments. In recent times, researchers have begun to explore the efficacy of metacognitive approaches in ELT. This paper attempts to review the trends and methods adopted by Indian doctoral research scholars in the area of metacognitive ELT studies by analysing Ph.D. theses published between 2012 and 2022. Since metacognition can positively influence English language teaching, as with other subjects, the authors attempted to analyse the PhD theses that employed metacognition in ELT in the Indian context. Based on the data obtained from Shodhganga, an Indian theses repository, we identified 29 theses that matched our requirements. The study employed a systematic review method to review the theses and adopted the PRISMA guidelines to analyse the data. The themes, major trends and factors influencing metacognitive research were analysed. The study revealed that several researchers relied heavily on a blend of experimental and quantitative approaches, relegating methodologies, topics and context to the background. The overreliance on data-driven research likely stems from several factors such as, the prevailing research culture that emphasizes quantitative research over qualitative studies, uneven emphasis on interdisciplinary research, readily available reading material and data collection sources, and more importantly, the easy accessibility of samples. Finally, the article proposes a few recommendations to develop a metacognitive English Language Teaching culture in India, based on the findings.
https://doi.org/10.26803/ijlter.23.5.13
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