Investigating The Role Of Explicit Metacognitive Strategy Instruction (calla) In Enhancing Vocabulary Acquisition Among Efl Learners

Résumé: Metacognitive strategy instruction is believed to have an immense positive effect on vocabulary acquisition in English as a Foreign Language (EFL) classes. In response O'Malley and Chamot (1994), generated the cognitive academic language learning approach (CALLA) as an instructional model for metacognitive strategy training. Hence, this study seeks to investigating the effectiveness of the CALLA on vocabulary acquisition among EFL learners. First year LMD students at Larbi Ben M'Hidi University has been chosen as the target population of the study. Two preexisting groups were assigned as control and experimental group. Both groups received a pre-test to assess the participants' vocabulary knowledge homogeneity. Afterwards, the experimental group went through six sessions of instruction that was grounded on the CALLA model, while the control followed the regular method of learning. Then, a post-test was conducted to examine the effectiveness of CALLA implementation on vocabulary acquisition enhancement. Statistical analysis for the gathered data evidently proved that participants of the experimental group surpassed participants of the control group. The results were attributed to the effectiveness of the explicit metacognitive strategy instruction (CALLA) in enhancing vocabulary acquisition. Based on the research findings some pedagogical implications were highlighted along with some suggestions for further research and limitations of the research.

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