Breaking Language Barriers: How E-Learning Enhances Metacognitive Awareness and Self-Efficacy in Foreign Language Acquisition

Abstract

With its plethora of advantages, learning foreign language brings out a lot of benefits to students. Acquiring the foreign language has the potential to attract students to uplift the educational environment to be more productive and more strategised. Unfortunately, acquiring the foreign language can be troublesome since students were unaware of the skills and strategies needed. This paper explains the pilot test approach to a proposed framework model based on metacognitive awareness and self-efficacy before embarking on the extensive research necessary to develop best practices in foreign language learning. The content validity index and a pilot study were used to determine the usability and reliability of a survey questionnaire. Based on a simple random sampling plan, an online survey method was used to gather data from 163 respondents at the Universiti Malaya, Malaysia. The results indicate that the instrument's content validity index value is 0.9. The Cronbach alpha values for most of the constructs in the proposed framework model ranged between 0.9 and 0.7, indicating that the constructs are highly reliable. To contribute to the body of knowledge, the researchers provide an overview of the pilot test procedures as well as the methodology that was utilized. Based on the integration of the unified theory of acceptance and use of technology and the strategies needed to acquiring foreign language, a proposed framework model is presented to provide a more comprehensive framework model. It is concluded that the questionnaire items are deemed suitable and acceptable for further examination on a larger scale. As a result, the instrument can be investigated further in other contexts.