The metacognitive development of adult language learners in self-directed settings: A look at a distance learning course

Abstract

This paper presents a research design for an empirical study on the metacognitive development of adult language learners in a distance learning context. The paper describes a mixed methods design that will be used during the implementation phase of the project to elicit the experiences, thoughts, and feelings of learners during the process of learning, and to examine how the verbalization of experience, thought, and feeling drives metacognitive development.