Bsed Eng Final Paper

Olivarez College
COLLEGE OF EDUCATION
Students' Critical Thinking Strategies in Learning English:

Postulating Flavell's Metacognitive Perspective of
Learning Experience
An Undergraduate Thesis
Presented to the
Faculty of the College of Education
Olivarez College
Parañaque City
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Secondary Education
Major in English
By
DOLLY ANN D. DELGADO

MARIEFE G. ABICHUELA
NICOLE B. MENDOZA
LYRA CAJUSAY
2021
2 College of Education Academic Year 2020 - 2021
Copyright © 2021
by Dolly Ann D. Delgado, Mariefe G. Abichuela,
Nicole B. Mendoza, and Lyra Cajusay
College of Education, Olivarez College
San Dionisio, Parañaque City, Philippines
All rights reserved.

This undergraduate thesis and portions thereof
may be reproduced with proper referencing
and due acknowledgment of the authors.
Delgado, D.A., Abichuela, M., Mendoza, N., & Cajusay, L. (2021). Students' Critical Thinking Strategies in Learning English: 3
Postulating Flavell's Metacognitive Perspective of Learning Experience [Unpublished undergraduate thesis]. Olivarez College.
Students' Critical Thinking Strategies in Learning English:

Postulating Flavell's Metacognitive Perspective of
Learning Experience
Dolly Ann D. Delgado1, Mariefe G. Abichuela2,

Nicole B. Mendoza3, and Lyra Cajusay4
Olivarez College, Philippines
1
dollyann.delgado@olivarezcollege.edu.ph
2
mariefe.abichuela @olivarezcollege.edu.ph
3
nicole.mendoza@olivarezcollege.edu.ph
4
lyra.cajusay@olivarezcollege.edu.ph
ABSTRACT
In the last 40 years, metacognition had become one of the significant fields of cognitive-
developmental research. John Flavell was considered to be the "father of the field" as the
research practice in metacognition began with him. Metacognition was defined as cognition
about cognition, that was, thinking about one's thinking (Flavell, 1979). Gradually, the
definition of metacognition became broad, including not only "thoughts about thoughts" and
other cognitive enterprises but also affective conditions, motivations, intentions, and the ability
to consciously monitor and regulate one's knowledge, cognitive and affective processes,
motives, and goals. The study aimed to determine students' critical thinking strategies in
learning English in an online class context, their struggles in sustaining critical thinking amidst
the pandemic using metacognitive strategies, and the overall impact of critical thinking
strategies on their English learning attainment. Students explored and applied metacognitive
strategies to figure out the most efficient and effective way to absorb new information and deal
with difficult tasks. One of the challenges that students dealt with in an online class setting
during a pandemic was maintaining their critical thinking. Learners could maintain their critical
thinking while learning English by employing metacognitive strategies. Some students
described how they sustained their critical thinking skills amidst the pandemic by considering
multiple solutions to a problem and selecting the best one, creating their examples to make
information more significant, and organizing their time to best achieve their goals. There was no
significant relationship between critical thinking strategies and respondents’ learning attainment
in English, but there was a meaningful connection between learners’ extent of struggles in
maintaining critical thinking and their academic performance in English.
Keywords: critical thinking skills, English learning, Flavell's Metacognitive
Perspective of Learning Experience, metacognitive strategies, new normal learning
environment
INTRODUCTION
Researches in the field of language learning strategies focus on successful learners and
how they manage their learning. Second language learners apply various strategies for different
tasks. They strategically select means to accomplish the activities while considering the
difficulty and other specifications of the tasks (Raoofi et al., 2013).
Language learning strategies are the conscious or semi-conscious thoughts and actions
that learners utilize with the intended goal of improving their knowledge and understanding of
the second language (Cohen, 2003 as cited in Ismail & Khatib, 2013). Language learning
strategies include sets of operations, plans, and routines that learners utilize to obtain, store,
retrieve, and apply information on the target language (Wenden & Rubin, 1987 as cited in
Raoofi et al., 2013). Consciously or subconsciously, language learners employ strategies when
they process information and perform tasks related to language learning. Strategies allow
students to find the most efficient and most effective way to absorb new knowledge and deal
with challenging tasks.
Ismail & Khatib (2013) investigate the patterns of language learning strategies that EFL
university students use and discover that metacognitive strategies are the most frequently used.
Metacognitive strategies assist learners to become better in the language through practicing,
summarizing, reasoning deductively and analyzing. Metacognitive strategies also aid students to
direct, organize and plan their learning (Oxford, 1990 as cited in Ismail and Khatib, 2013).
Furthermore, Radwan (2011) proposes that L2 learners preferably and highly use metacognitive
strategies more than any other strategies. Six of the top 10 strategies that ESL learners use are
included in the metacognitive strategies set. Meanwhile, Kuama and Intharaksa (2016) thrive to
determine the differing online language learning strategies of successful learners and
unsuccessful learners. The classifications are based on the marks students earn, either Successful
(S) or Unsuccessful (U) in an online English course. Successful learners employ more online
language learning strategies than unsuccessful learners. Metacognitive strategies are the highest
level of use among successful learners. Metacognitive strategies include self-regulation or
volitional strategies, time management strategies, goal setting strategies, self-monitoring or self-
management strategies, self-evaluation strategies, concentration or effort regulation strategies,
and self-awareness strategies.
According to Flavell (1979), metacognitive strategies are means that learners use to
achieve cognitive goals. Metacognitive strategies refer to the methods that students apply to
understand the way they learn, hence, “thinking about thinking”. In language learning,
metacognitive strategies are considered essential. There are several reasons to promote
metacognitive strategies for successful language learning. First, learners become conscious about
the selection of an effective strategy used by promoting their self-control and self-evaluation
towards their performance in conscious learning. Second, learners are involved in the process of
arranging and planning their learning to accomplish specific tasks. Third, learners regulate and
monitor their performance during an ongoing process of evaluation. These reasons are a
continuous process to achieve effective strategies and promote autonomous learning (Mahendra,
2019).
On the other hand, critical thinking skills are essential thinking skills that aim to help
people’s ability to decide regarding criticizing, questioning, evaluating, and reflecting. In this
new era, critical thinking is among the important skills for future citizens to develop now that we
are in the information age (Liu, 2000, as cited in Yuhong, 2014). Metacognition facilitates
critical thinking skills (Schoen, 1983 as cited in Sadeghi et al., 2014). Metacognition is the
ability to utilize knowledge to control and improve the thinking process. When learners are
involved in critical thinking, they need to apply metacognitive skills like monitoring thinking,
checking progress in attaining a goal, assuring accuracy, and making decisions about the use of
time and intellectual effort (Halpern, 1998 as cited in Sadeghi et al., 2014).
Magno (2010) gauges both metacognition and critical thinking. Outcomes show that
the use of metacognition increases critical thinking, which means that the factors of
metacognition are significantly related to the factors of critical thinking. Higher-order thinking
like critical thinking requires executive control and executive processes that come in the form of
metacognition.
Several studies also reveal that ESL learners experience struggles in maintaining and
practicing critical thinking skills. According to Lucas (2018), students are having a hard time
utilizing their critical thinking skills because of the lack of knowledge about the topics in the
target language. There are also participants that state they have no idea of what critical thinking
is, so they are not aware whether they have experienced applying it to their learning or not.
Some also feel that critical thinking is not part of the curriculum and instruction so they have
limited knowledge about it. In reading, Ali & Razali (2019) report that learners find it difficult to
build a connection with the written information of the text they are reading. They know some
reading strategies but they might need continuous practice to better understand these strategies.
Also, English language teachers might prefer using only certain reading strategies instead of
using diverse reading strategies to make sure the students read better. To add, some instructors
just use sets of pattern drills and let students memorize them (Rachayon & Soontornwipast,
2019).
In some cases, the complexity of English lessons is beyond the level of learners’
comprehension (Cohen, 2011). Rahimirad & Moini (2015) posit that ESL learners become
demotivated when they could not fully understand the lessons in their course. ESL learners’ first
language also affects their comprehension of the second language (Manalo & Sheppard, 2016)
while some students are having a hard time learning English because of the non-availability of a
conducive atmosphere to learn English concepts such as grammar (Singaravelu, 2010).
Numerous studies prove that instruction enhances the awareness of students on
language learning strategies, especially with less successful learners because, training students
on the different strategies give them opportunities to implement relevant techniques into their
language task (Dornyei, 2006). Hence, teachers have imperative roles in leading learners to
become aware of their thinking process. Instructors should guide students to identify their
strengths and strategies by making some aspects of learning and problem solving visible. They
shall also ensure that students are aware of their learning goals, outlook toward learning, and
monitoring and evaluating strategies dealing with tasks (Mahendra, 2019). Indeed, intervention
develops learners’ metacognition about L2 learning (Cross, 2010).
Many scholars conduct studies on learning a second or foreign language, however, most
of them are in a face-to-face class setting. The entire educational system shifts to online classes
not only in the Philippines but in a global aspect as a response to the pandemic, therefore, it is
necessary to monitor whether learners are still equipped with critical thinking skills exhibited by
the application of metacognitive strategies in learning English through virtual classes. Intellects
tend to explore more on how students learn successfully using language learning strategies, most
significantly, metacognitive techniques, but only a few emphasize the struggles that ESL/EFL
learners experience in performing and maintaining these strategies.
The pandemic brings us to the new normal. Many are still adjusting and exerting efforts
to make learning worthwhile despite being distant. Knowing students’ metacognitive strategies
in a distance learning context will be contributive to the existing body of knowledge about
online classes and the experiences they hold. The results and findings of the study will be helpful
as they will present the existing metacognitive strategies students practice in learning English
through online classes and the struggles that they experience in executing and sustaining them.
Revealing these metacognitive strategies, whether there are a lot, few, or none, will help teachers
strategize their instruction so they may assist learners to become aware of the metacognitive
strategies in learning English. In effect, students can maximize their learning with the
application of metacognitive techniques that are task-appropriate and personally effective for
them. Increasing learners’ metacognition will then suffice the goal of education in producing
critical thinkers.
To address the mentioned objectives, the researchers will utilize Flavell’s
metacognitive perspective of the learning experience to answer the following questions:
1. What are the critical thinking strategies practiced by students in the English class
based on Flavell's metacognitive perspective?
2. How do teachers observe the class with students who process their critical thinking
through interactive activities?
3. What are the struggles encountered by students in exercising their critical thinking in
the English class in this new normal learning environment?
4. How do select students describe their experiences in sustaining their critical thinking
skills amidst this pandemic using metacognitive strategies?
5. How does their use of critical thinking strategies impact their learning attainment in
English?
6. Is there a significant relationship among critical thinking strategies, the extent of
their struggles, and the impact on respondents' learning attainment?
7. What metacognitive learning model can be created adaptable to this new normal
learning environment?
There are a plethora of definitions in the field of psychology (Hartman, 2001; Paris,
2002; and Veenman, Van Holt-Walters, & Afflerbach, 2006). Nevertheless, metacognition
includes the core elements that point out what Flavell (1979) postulates. Metacognition is
defined as cognition about cognition, that is, thinking about one's thinking (Flavell, 1979).
A wide variety of cognitive enterprises happen through the actions and interactions
among aspects of phenomena which are metacognitive knowledge, metacognitive experiences,
goals or tasks, and actions or strategies. Metacognitive knowledge refers to stored world
knowledge that relates to people as cognitive beings with differing cognitive tasks, strategies,
and experiences. Metacognitive experiences are conscious of cognitive or affective encounters
that come together with any rational enterprise. Goals or tasks are the objectives of cognitive
activity while actions or strategies are a means to achieve them (Flavel, 1979).
METHODS
The main goal of the study was to determine students’ critical thinking strategies in
learning English in an online class context, their struggles in sustaining critical thinking amidst
the pandemic using metacognitive strategies, and the overall impact of the use of critical
thinking strategies on their learning attainment in English. Likewise, the instructor, being the
facilitator of learning had a pivotal role in the study as the researchers also intended to know
how a teacher observed his students who possessed critical thinking through interactive
activities. To have an in-depth understanding of the results and findings, the researchers used
Creswell’s (2012) embedded design, where the quantitative data became the primary form of
data while the qualitative data was the second form of data augmenting the outcome results of
the quantitative records. The qualitative data further analyzed and followed up on the
quantitative outcome results. The process of collecting data was sequential wherein, the entire
population of student-respondents answered the self-report questionnaire, the quantitative data
tool, afterward, selected participants went for an interview, the qualitative data tool. The
qualitative data were analyzed for themes to reinforce or complement the primary form of data
(Creswell, 2012).
The participants were selected through the purposive sampling technique. The target
respondents were forty-five (45) Grade 11 SHS students enrolled in the subject English for
Academic and Professional Purposes and one English teacher or adviser. The participants were
under the advisory of the selected instructor. The students came from the department of Dr.
Pablo R. Olivarez (DPRO) Senior High School (SHS). The researchers sought permission from
the principal’s office, the teacher, and the students themselves through a formal letter.
For the first part of the self-report questionnaire, researchers made use of Schraw and
Dennison’s (1994) Metacognitive Awareness Inventory to gather information on students’
metacognitive strategies in learning English, however, only 40 items were selected from the
inventory to see fit with Flavell’s (1979) Metacognitive Theory. The second part consisted of 10
items about the struggles that students experienced in exercising their critical thinking in the
English class in the new normal learning environment. Items were collected from the analyses of
related literature and studies on the mentioned variable (Ali & Razali, 2019; Rachayon &
Soontornwipast, 2019; Lucas, 2018; Lina et al., 2016; Manalo & Sheppard, 2016; Rahimirad &
Moini, 2015; Reza Ahmadi, 2013; and Cohen, 2011). Both portions used a 5-point Likert Scale.
The survey form went through the content validation from language experts and researchers and
an internal consistency test through Cronbach’s alpha to ensure validity. The researchers also
conducted pilot testing with 15 respondents. The self-report questionnaire was uploaded as a
Google Form and was answerable within 30 minutes.
Table 1. Response Anchors for Questionnaire for Metacognitive Strategies and Critical Thinking
in Learning English
Response Interpretation
1 never
2 seldom
3 sometimes
4 frequent
5 always
Responses demonstrate frequency. 1 for never, 2 for seldom, 3 for sometimes, 4 for
frequent, and 5 for always.
To dig into the findings, the researchers selected five respondents from the entire
student-participants population using the fishbowl sampling technique to join the semi-structured
interview. The five selected students answered the content questions in the interview guide
prepared by the researchers, also, follow-up questions were provided as the interview progressed
to delve into and probe interviewees’ responses. The teacher also went through an interview.
Likewise, the interview guide underwent the validation process. The interview was conducted
through Google Meet.
Through thematic analysis, the researcher had a more comprehensive interpretation of
students’ critical thinking strategies in learning English in an online class context and their
experiences, their struggles in sustaining critical thinking amidst the pandemic using
metacognitive strategies, the overall impact of the use of critical thinking strategies on learners’
learning attainment in English and the teacher’s input on these.
RESULTS
This was the first time in the history of the Philippines that the DepEd initiated an entire
or a national distance learning setup from preschool, primary, to secondary education as a
response to a global health issue. The demands in education have increased when it entirely
shifted from the physical to the virtual classroom. Not only the teachers but also the learners
needed to adjust to cope up with the new teaching and learning system. In the case of students,
technologies such as laptops and smartphones, together with a stable internet connection were a
must to make e-learning feasible. The transition from face-to-face classes to an online class set-
up because of the pandemic had been a challenge to many students this school year because of
several factors that affected the learning of the students. Students explored and applied different
strategies to help them learn effectively amidst the pandemic.
Table 2. Critical Thinking Strategies Practiced by Students in the English Class Based on Flavell's
Metacognitive Perspective
Strategies Weighted Mean Interpretation
1. I understand my intellectual Frequent

3.62
strengths and weaknesses.
2. I am good at organizing Sometimes
3.29
information.
3. I know what the teacher expects 3.51 Frequent
me to learn.
4. I am good at remembering 3.36 Sometimes
information.
5. I have control over how well I 3.44 Frequent
learn.
6. I ask others for help when I don’t 3.73 Frequent
understand something.
7. I use my intellectual strengths to 3.78 Frequent
compensate for my weaknesses.
8. I am a good judge of how well I 3.51 Frequent

understand something.
9. I set specific goals before I begin a 3.64 Frequent
task.
10. I think about what I really need to 3.73 Frequent
learn before I begin a task.
11. I know what kind of information 3.78 Frequent
is most important to learn.
12. I learn best when I know 4.18 Frequent
something about the topic.
13. I ask myself questions about the 3.29 Sometimes
material before I begin.
14. I focus on the meaning and 3.71 Frequent
significance of new information.
15. I focus on overall meaning rather 3.36 Sometimes
than specifics.
16. I stop and go back over new 3.96 Frequent
information that is not clear.
17. I try to use strategies that have 3.64 Frequent
worked in the past.
18. I have a specific purpose for each 3.31 Sometimes
strategy I use.
19. I use different learning strategies 3.76 Frequent
depending on the situation.
20. I think of several ways to solve a 3.76 Frequent
problem and choose the best one.
21. I summarize what I’ve learned 3.31 Sometimes
after I finish.
22. I am aware of what strategies I 3.33 Sometimes
use when I study.
23. I find myself analyzing the 3.42 Frequent
usefulness of strategies while I study.
24. I create my own examples to 3.42 Frequent
make information more meaningful.
25. I know when each strategy I use 3.44 Frequent
will be most effective.
26. I draw pictures or diagrams to 2.98 Sometimes
help me understand while learning.
27. I try to translate new information 3.6 Frequent
into my own words.
28. I change strategies when I fail to 3.58 Frequent
understand.
29. I organize my time to best 3.62 Frequent
accomplish my goals.
30. I try to break studying down into 3.31 Sometimes

smaller steps.
31. I ask myself periodically if I am 3.58 Frequent
meeting my goals.
32. I pace myself while learning in 3.51 Frequent
order to have enough time.
33. I slow down when I encounter 3.78 Frequent
important information.
34. I ask myself if there was an easier 3.87 Frequent
way to do things after I finish a task.
35. I find myself pausing regularly to 3.58 Frequent
check my comprehension.
36. I ask myself how well I 3.56 Frequent
accomplish my goals once I’m
finished.
37. I reevaluate my assumptions 3.53 Frequent
when I get confused.
38. I ask myself questions about how 3.56 Frequent
well I am doing while I am learning.
39. I ask myself if I learned as much 3.38 Sometimes
as I could have once I finish a task.
40. I ask myself if what I’m reading 3.49 Frequent
is related to what I already know.
3.56 Frequent
Table 2 demonstrated the most commonly used metacognitive strategies of students.
Learners learned better when they had prior knowledge of the subject, with a mean of 4.18;
students paused and went through new information that was unclear or unknown to them,
with a mean of 3.96; pupils asked themselves if there was a simpler way to do things after
completing an assignment, with a mean of 3.87; learners used their analytical strengths to
compensate for their shortcomings, they knew what kind of knowledge was most important to
understand, and they slowed down when they encountered important information, all with the
mean of 3.78. Finally, students employed various learning methods depending on the task, and
they considered several solutions to a problem before selecting the right one, with a mean of
3.76. All of these strategies were the most frequent techniques utilized by learners. Overall, 40
strategies accumulated a mean of 3.56 which could also be interpreted as frequent.
In the pursuit of education producing critical thinkers, students could maximize their
learning by knowing and applying metacognitive strategies that are task-appropriate and
personally effective for them.
It was important to consider how the new normal setup affected the teaching-learning
process before assessing students’ academic performance. The immediate shift from face-to-face
class to online class impacted both the teachers and the learners. For language instructors, the
challenge was to come up with innovative strategies to assure that the students were still learning
effectively.
When asked how online differs from face-to-face teaching, the SHS English teacher
shared that, “In a language class, the application is the most important part of the teaching-
learning process, and it can be assessed better if it is done in a face-to-face classroom setting
where students could interact with their peers and with the teacher.”
Vouchered senior high school students struggled on keeping up with these material
demands, especially amid the pandemic where survival needs such as food should come first
before anything else. Discrepancies in the learning tools alone made it more challenging for
English teachers to monitor students’ progress. “When it comes to language teaching, it is very
important that you take note of their progress, the application of knowledge. After all, in a
physical class setting, all the opportunities are there. Teachers could extend instruction then after
teaching, we could conduct assessments or do some reinforcement if there is still time, unlike in
the new normal setting, it is very limited.” The SHS English teacher also described what a
typical synchronous class looks like, there are 45-50 students in one section, but only half or less
than half were able to attend the class via Google Meet. Learners had different reasons why they
could not attend the class, but mostly was due to the lack of assistive gadgets and steady internet
connection; because of this situation, DPRO SHS decided to only require learners to attend at
least two out of four synchronous classes given that they would be able to comply with their
modules. In DPRO, synchronous classes were done to reinforce the same lessons in the modules.
Discovery learning was the major focus of the new normal, hence, English teachers
recognized the relevance of enhancing students’ critical thinking by teaching them
metacognitive learning strategies, whether they were taught implicitly or explicitly. DPRO
greatly relied on modules considering students’ economic background, so if the students were
modular, the only basis for critical thinking would be their answers on their modules. “In the
module that we use here in DPRO, we have at least five activities included in every module and
those activities target specific skills or competencies. The first activity in the module known as
the Integrated Questions includes knowledge-based questions, whereas, students just simply
answer three to four questions about the content of the module. After that is the Values
Reflection where students think of what they have gained from the lesson and how they are
going to apply that knowledge or those skills to their daily lives. We also have the traditional
assessment, the assessment of learning which is usually a multiple-choice kind of evaluation; we
also have the activity engagement, this is the performance task, and then we have the research
exploration, wherein, we integrate specific research or study that is related to the topic in the
module, it also has some guide questions to let the students reflect on their own,” discussed the
SHS English teacher on how he observed modular students who processed their critical thinking.
He also said that he gave comments to students’ works, “I leave general feedback on the private
comment section like “Please observe proper punctuation marks,” “Please observe proper
capitalization, especially with the pronouns,” and so on, they reply when I do that.” Moreover,
the teacher explained how he assessed students via synchronous discussions, explaining that,
“For those students that could join the Google meeting, I usually test their critical thinking skills
with questions that encourage higher-order thinking skills (HOTS). That is the easiest way for
teachers to test the critical thinking skills of the students due to limited time. I usually give them
follow-up questions, probing questions, and most importantly, situational questions where they
need to think about applying the lesson in real-life scenarios.” The teacher considered students
who had commendable critical thinking skills as problem solvers. “For example, if you throw a
specific question to them or a specific problem to them, they immediately come up with a
possible resolution, even if the solution is quite too far from reality. Despite the possibility, they
at least try their best to solve the problem or to answer the question, and I think that’s already a
good manifestation that they are thinking critically,” explained him. The teacher also shared that
when answering, students integrated their prior knowledge from their previous lessons in
English and even their lessons from other subjects. Utilizing their schema signified that they
were thinking critically because they could integrate, manipulate, and use their prior knowledge
to solve their current task, problem, or situation. Students’ willingness to learn manifested not
only during synchronous sessions but also during offline learning as they reached out to him if
they had questions and clarifications about their lessons or modules. He was open to inquiries
even after live discussions for the reason that he acknowledged that students could not raise all
of their concerns during the synchronous class because of time constraints.
Table 3. Struggles Encountered by Students in Exercising their Critical Thinking in the English
Class in the New Normal Learning Environment
Struggles Weighted Mean Interpretation
41. My ideas about critical thinking 3.38 Sometimes

skills are sufficient.
42. Critical thinking skills are openly Frequent

and regularly taught in the class through 3.69
interactive and mind-stimulating
activities.
43. I know language learning strategies 3.33 Sometimes

and regularly practice those techniques.
44. The teacher provides us with diverse 3.78 Frequent

language learning strategies.
45. I have great access to language 3.38 Sometimes

learning materials.
46. There is an available conducive 3.27 Sometimes

atmosphere or place to practice critical
thinking.
47. I am used to analyzing details and 3.31 Sometimes

reflecting on them rather than just
memorizing patterns in learning a second
language.
48. The complexity of English lessons is 3.36 Sometimes

equal to the level of my comprehension.
49. I have background knowledge on 3.73 Frequent

topics discussed in our English class and
become motivated when I get a deeper
understanding of English.
50. My first language helps me 3.89 Frequent

comprehend concepts in the second
language.
3.51 Frequent
Table 3 revealed that students mostly struggled due to the unavailability of a
conducive atmosphere or place to practice critical thinking with a mean of 3.27; hard time
analyzing details and reflecting on them and just sorting to memorizing patterns in learning
with a mean of 3.31, and unfamiliarity with the language learning strategies and how to use
them regularly with a mean of 3.33.
The factors that affected students’ learning include internal and external issues. One of
the difficulties learners face in an online class setup in the middle of a pandemic was how to
sustain their critical thinking. Using metacognitive strategies, students had been able to maintain
their critical thinking in learning English. In the interview, five select students commonly said
that the struggle they were experiencing was having an unstable internet connection. One of
them explained that “While the internet could be helpful, it is also one of the main reasons why
it is so difficult to learn English in this new normal because a slow internet connection makes it
difficult to catch up. For a student like me who is not that good at English, I need to focus in the
class but at times, my internet connection is breaking down.” When the internet connection
broke down during asynchronous class, students found it hard to pick up where they left off
because the discussion continued for as long as the instructor did not encounter internet issues on
his end. She also added that when this happened, she felt unmotivated to continue viewing and
cooperating in the discussion as she missed some parts of it due to the connection error. To
overcome challenges like this, select students shared their techniques in maintaining their critical
thinking for effective learning using metacognitive strategies. All the five interviewees
mentioned that when they found the lessons and activities complicated to comprehend, or if
there were parts that they wanted to understand more, they kept on reading their modules and did
further research using search engines most especially Google. They usually accessed Meriam
Webster Online Dictionary, YouTube tutorials, Brainly.com, and Wikipedia. One of the
interviewees described how she took advantage of the internet, saying, “I review my modules or
lessons after synchronous classes and if I encounter some unfamiliar words, I searched them on
Google and I take notes of them, and use them in my daily conversation as much as possible.”
When asked what their main goal was when researching online – to either look for an immediate
answer or elaborate concepts in their English topics, all of them uttered that they searched online
to look for background and further information to analyze their English lessons better. They all
also thought that modules were great tools in an online class setup along with recorded Google
meetings, saying that modules had become their principal learning source. As one of them put it,
“Good thing that we have modules aside from synchronous classes. My classmates and I get the
chance to study on our schedule. If there are no modules and the tasks are only given during
synchronous classes, it would be very hard. It is a relief that there are modules, at least, I can go
back to the lessons every time that I need and want to.” Select students also cited the importance
of their recorded classes, stating that their English teacher regularly shared the recorded videos
of synchronous discussions especially for students who encountered internet issues and those
who needed to work and could not attend the meetings. “To compensate, the teacher records the
discussion and posts it on our Google Classroom so those who had internet connection issues or
those who were not able to attend for some reason may watch it whenever possible.” They took
advantage of these videos to review the topics by re-watching them. Rereading the modules, re-
watching the recorded classes, and researching online using open educational resources
encouraged students to use their critical thinking by evaluating the information presented to
them, choosing and sorting the details they needed for particular purposes, and assimilating what
they already knew and what was new to them. One common experience that emerged from
students’ experiences when they did those, they tended to reflect on their thoughts and ask
questions when the information required more cognitive effort to comprehend. When asked how
they dealt when they caught themselves monitoring their thoughts, they said that they felt
whether they were near to their goal of mastering the lesson or not. They became aware whether
more time was essential to finish the activity due to complexity or if they could finish it earlier.
If the task required them more mental exertion, they said that they realized they needed to
reinforce their existing learning strategies or look for new ones to test their effectiveness
depending on the goal. When learners still struggled in understanding the lessons and activities,
they then reached their teacher through chat and email even after synchronous classes to ask
questions and raise clarifications. There was also open communication with their peers through
group chats where they could ask each other about their English lessons and tasks. Three of the
five interviewees also voiced out that they followed a certain schedule in reviewing their lessons,
one emphasizing that, “Following a schedule in doing my school works helps me enhance my
learning experience amid the pandemic.” The rest also spent time to review but they finished
their household chores first, however, they did not see that as a problem as they had family
members to assist them.
Despite the hardships and challenges encountered by learners, they could cope up with
the help of their teacher who put great effort into teaching and explaining to them what they had
to understand; their classmates and friends who through interaction and collaboration helped
them understand topics and activities more; their parents who acknowledged that aside from
house tasks, they also had schoolwork to fulfill; and most importantly, by themselves by
directing their learning through the selection of strategies to enable effective education in the
subject by being critical thinkers.
Table 4. Critical Thinking Strategies and Learning Attainment in English
Always Frequent Sometimes Seldom Row Totals

Very
6 (3.73) [1.38] 11 (11.67) [0.04] 3 (4.20) [0.34] 1 (1.40) [0.11] 21
Satisfactory
Satisfactory 2 (4.27) [1.20] 14 (13.33) [0.03] 6 (4.80) [0.30] 2 (1.60) [0.10] 24
45
Column Totals 8 25 9 3
(Grand Total)
The chi-square statistic is 3.5089. The p-value is .319606. The result is not significant at p < .05.
The two variables were independent. Therefore, there was no significant relationship
between critical thinking strategies and respondents’ learning attainment. This meant that there
could be other external factors that significantly affected students’ learning attainment in English
aside from their critical thinking strategies. This might include personal and social influences
like motivation and relationships with their families, teachers, and peers.
Table 5. The Extent of Struggles and Learning Attainment in English

Always Frequent Sometimes Seldom Row Totals
Very 3
13 (9.33) [1.44] 4 (7.93) [1.95] 1 (1.87) [0.40] 21
Satisfactory (1.87) [0.69]
1 (2.13) [0.60
Satisfactory 7 (10.67) [1.26] 13 (9.07) [1.71] 3 (2.13) [0.35] 24
]
45
Column Totals 4 20 17 4
(Grand Total)
The chi-square statistic is 8.402. The p-value is .038394. The result is significant at p < .05.
The two variables were not independent. Therefore, there was a significant relationship
between respondents’ extent of their struggles and learning attainment. This proved that the
degree of challenges experienced by the students meaningfully affected their academic
performance in English.
Table 6. Critical Thinking Strategies and the Impact on Learning Attainment in English
Critical Thinking Strategies Mean Grades in English
3.83 75
2.83 82
4.13 90
3.73 89
3.75 75
4.35 80
3.88 85
2.18 75
3.75 96
3.48 75
4.53 87
3.00 91
4.43 93
3.95 83
3.78 80
4.30 75
4.03 70
4.25 90
2.93 75
4.33 87
3.43 90
1.63 88
3.58 82
3.43 90
2.45 77
3.65 85
3.10 79
4.78 93
3.73 92
3.78 77
3.70 70
2.63 84
2.95 83
3.55 88
3.63 84
3.58 70
3.68 86
2.80 90
3.78 86
3.48 75
3.73 75
3.95 88
2.88 75
3.50 75
3.28 90
Result Details & Calculation:
X Values
∑ = 160.12
Mean = 3.558
∑(X - Mx)2 = SSx = 17.526
Y Values
∑ = 3725
Mean = 82.778
∑(Y - My)2 = SSy = 2231.778
X and Y Combined
N = 45
∑(X - Mx)(Y - My) = 30.322
R Calculation
r = ∑((X - My)(Y - Mx)) / √((SSx)(SSy))
r = 30.322 / √((17.526)(2231.778)) = 0.1533
Meta Numerics (cross-check)

r = 0.1533
The value of R was 0.1533. Although technically a positive correlation, the relationship
between the variables, critical thinking strategies, and impact to learning attainment in English
was weak (nb. the nearer the value is to zero, the weaker the relationship).
Learners should be equipped with critical thinking strategies to overcome challenges in
learning English in the new normal. However, due to the result, future studies should also focus
on other factors that could significantly affect students’ learning attainment in English aside
from critical thinking strategies like relationship with others, attitude toward the subject, and
motivation.
DISCUSSION
When being asked a question that requires a more cognitive effort to comprehend,
students tend to reflect on their thoughts and ask questions. They monitor their thoughts and say
that they feel whether they are near their goal of mastering the lesson or not. According to
Flavell (1979), metacognition plays an important role not only in language acquisition and
communication but also in problem-solving, social cognition, and, self-control, and self-
instruction. The ideas of metacognition touch similar ideas in the areas of social learning theory,
cognitive behavior modification, personality development, and education. They become aware
whether they need more time to finish the activity due to complexity or if they could finish it
earlier. If the task requires them more mental exertion, learners realize that they need to
reinforce their existing learning strategies or look for new ones to test their effectiveness
depending on the goal.
In the new normal classroom, the teacher observes the students who process their
critical thinking through interactive activities included in the modules that the students need to
fulfill. During synchronous classes, the most efficient way for the teacher to test learners’ critical
thinking is to ask questions that challenge their higher-order thinking skills (HOTS) where they
integrate their learnings from the previous English and other subjects’ lessons as well as their
personal experiences. Flavell (1978) believes that improving the quantity and quality of learner’s
metacognitive knowledge and monitoring through systematic training helps them to perform
better.
Students mostly struggle due to the unavailability of a conducive atmosphere or place
where they can practice their critical thinking. Some experience a hard time analyzing details
and reflecting on them as they are used to memorizing. They are unfamiliar with the language
learning strategies and how to use them regularly. Most also struggle because they experience
having an unstable internet connection, and while the internet could be helpful, it is also one of
the main reasons why it is so difficult for pupils to learn English in the new normal.
Select students describe their experiences in sustaining their critical thinking skills
amidst this pandemic using metacognitive strategies as complicated. They find lessons and
activities hard to comprehend, and if there are parts that they want to understand more, they keep
on reading their modules and do further research using the internet specifically by searching in
Google or accessing Merriam Webster Online Dictionary, YouTube tutorials, Brainly.com, and
Wikipedia. On top of the internet issues, students take advantage of the internet by browsing
additional and helpful information on it. Widdah and Sukarno (2020) mention that being
digitally literate will result in the use of accurate digital information. Students who are literate in
terms of utilizing search engines like Google by identifying what is needed to be asked will
result in obtaining substantial information that will support or clarify their queries. In addition,
students are tasked to be efficient and self-reliant as they individually assess their knowledge
through formulating measures and methods in acquiring their perceived goal. Online learning
includes a variety of drawbacks that most definitely affect one's academic performance.
There is no significant relationship between critical thinking strategies and respondents’
learning attainment. It means that aside from techniques, there are external factors that
immensely influence learners’ capacity to strive academically. However, there is a significant
relationship when it comes to the extent of their struggles in maintaining critical thinking and
their learning attainment in English which shows that struggles affect how students do in the
online class. This paves way for future researchers to consider other elements that could affect
students’ learning attainment aside from their critical thinking strategies, and to delve into how
specifically the extent of learners’ struggles influence their academic performance in English.
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OUTPUT
Figure 1. Metacognitive Learning Model Adaptable to the New Normal Learning Environment
LEARNING ENGLISH IN THE

NEW NORMAL SETUP
Having prior knowledge of the

topic
Struggles Experienced by Students in
Exercising and Maintaining their
Learning Attainment in English
Critical Thinking Skills in Learning
English Pausing and going through new
information unclear or unknown
to students
Reliance to lower order Unawareness of Looking for efficient ways to

No conducive learning thinking skills (LOTS) language learning Critical Thinking Strategies in complete a task
environment like memorizing strategies and non- Learning English
utilization
Compensating shortcomings, and

recognizing and emphasizing
useful information
Employing various learning

methods depending on the task,
and considering several solutions
and selecting the appropriate one
Figure 1 displays that learning English in the new normal setup comes with struggles
experienced by the learners in exercising and maintaining their critical thinking such as lack of
conducive learning environment, learners’ reliance on lower-order thinking skills (LOTS) like
memorizing, and unawareness of language learning strategies and non-utilization of these
techniques. These struggles could be addressed by strengthening pupils’ critical thinking
strategies in learning English like having prior knowledge of the topic, pausing and going
through new information unclear or unknown to students, looking for efficient ways to
complete a task, compensating shortcomings, recognizing and emphasizing useful information,
employing various learning methods depending on the task, considering several solutions and
selecting the appropriate one which all appear as the most frequently applied strategies. As
found in the study, challenges experienced by students significantly affect their learning
attainment in English, hence, minimizing the struggles by strengthening learners’ critical
thinking skills could maximize their learning experience in English.
ABOUT THE RESEARCHERS

Dolly Ann D. Delgado is a 3 rd-year college student pursuing a Bachelor of Secondary
Education Major in English at Olivarez College Parañaque and the President of the Student
Assistant Society (SAS). Aside from studying and officiating an organization for scholars, she is
also working as a full-time customer service representative at a Business Process Outsourcing
(BPO) company.
Mariefe G. Abichuela is a 3rd-year college student taking a Bachelor of Secondary
Education Major in English at Olivarez College Parañaque. As soon as she is done with her
chosen course and becomes a teacher, she also wants to pursue a degree in marketing and start
her own business in the future.
Nicole Mendoza is a 3 rd-year college taking Bachelor of Secondary Education Major in
English at Olivarez College Parañaque. She is the 3rd year English representative in the College
of Education.
Lyra Cajusay is a 3rd-year student pursuing a Bachelor of Secondary Education Major
in English at Olivarez College Parañaque. She is also a content creator who manages her studies
as well as her responsibilities as a micro-influencer.
OLIVAREZ COLLEGE
Dr. Arcadio Santos Avenue, San Dionisio, Parañaque City
Tel. Nos. 829-0703/829-0704 loc. 122/loc. 277
CERTIFICATION OF ORIGINALITY
This is to certify that the research work presented in this thesis Students'
Critical Thinking Strategies in Learning English: Postulating Flavell's
Metacognitive Perspective of Learning Experience for the degree Bachelor of
Secondary Education major in English represents the result of original and academic
work carried out by the researchers.
This thesis does not contain words or concepts taken from published sources or
written works that have been accepted as the basis for the award of a degree from any
other higher education institution, except where proper referencing and
acknowledgment were made.
The Researchers:
DOLLY ANN D. DELGADO Date signed
MARIEFE G. ABICHUELA Date signed
NICOLE M. MENDOZA Date signed
LYRA CAJUSAY Date signed

RESEARCH INSTRUMENTS
Appendix 1: Questionnaire for Metacognitive Strategies and Critical Thinking
in Learning English
QUESTIONNAIRE FOR METACOGNITIVE STRATEGIES AND CRITICAL THINKING
IN LEARNING ENGLISH
Name (Optional):
Year Level and Academic Strand:
Do you permit answering this survey form? Please tick the box of your choice.
Yes
No
Directions: Please read every statement carefully and choose the responses (1, 2, 3, 4, or 5) that
tell how true the statement is for you. There are no right or wrong answers. Just answer as
accurately as possible.
1—never
2—seldom
3—sometimes
4—frequent
5—always
Number Questions Choices
Metacognitive Strategies in Learning English
1 I understand my intellectual strengths and weaknesses. 1 2 3 4 5
2 I am good at organizing information. 1 2 3 4 5
3 I know what the teacher expects me to learn. 1 2 3 4 5
4 I am good at remembering information. 1 2 3 4 5
5 I have control over how well I learn. 1 2 3 4 5
6 I ask others for help when I don’t understand something. 1 2 3 4 5
I use my intellectual strengths to compensate for my 1 2 3 4 5
7 weaknesses.
8 I am a good judge of how well I understand something. 1 2 3 4 5
9 I set specific goals before I begin a task. 1 2 3 4 5
10 I think about what I really need to learn before I begin a task 1 2 3 4 5
11 I know what kind of information is most important to learn. 1 2 3 4 5
12 I learn best when I know something about the topic. 1 2 3 4 5
13 I ask myself questions about the material before I begin. 1 2 3 4 5
14 I focus on the meaning and significance of new information. 1 2 3 4 5
15 I focus on overall meaning rather than specifics. 1 2 3 4 5
16 I stop and go back over new information that is not clear. 1 2 3 4 5
17 I try to use strategies that have worked in the past. 1 2 3 4 5
18 I have a specific purpose for each strategy I use. 1 2 3 4 5
19 I use different learning strategies depending on the situation. 1 2 3 4 5
20 I think of several ways to solve a problem and choose the best 1 2 3 4 5
one.
21 I summarize what I’ve learned after I finish. 1 2 3 4 5
22 I am aware of what strategies I use when I study. 1 2 3 4 5
I find myself analyzing the usefulness of strategies while I 1 2 3 4 5
23 study.
I create my own examples to make information more 1 2 3 4 5
24 meaningful.
25 I know when each strategy I use will be most effective. 1 2 3 4 5
I draw pictures or diagrams to help me understand while 1 2 3 4 5
26 learning.
27 I try to translate new information into my own words. 1 2 3 4 5
28 I change strategies when I fail to understand. 1 2 3 4 5
29 I organize my time to best accomplish my goals. 1 2 3 4 5
30 I try to break studying down into smaller steps. 1 2 3 4 5
31 I ask myself periodically if I am meeting my goals. 1 2 3 4 5
32 I pace myself while learning in order to have enough time. 1 2 3 4 5
33 I slow down when I encounter important information. 1 2 3 4 5
I ask myself if there was an easier way to do things after I finish 1 2 3 4 5
34 a task.
35 I find myself pausing regularly to check my comprehension. 1 2 3 4 5
36 I ask myself how well I accomplish my goals once I’m finished. 1 2 3 4 5
37 I reevaluate my assumptions when I get confused. 1 2 3 4 5
I ask myself questions about how well I am doing while I am 1 2 3 4 5
38 learning
I ask myself if I learned as much as I could have once I finish a 1 2 3 4 5
39 task.
I ask myself if what I’m reading is related to what I already 1 2 3 4 5
40 know.
Struggles in Maintaining and Exercising Critical Thinking in Learning English
41 My ideas about critical thinking skills are sufficient. 1 2 3 4 5
Critical thinking skills are openly and regularly taught in the 1 2 3 4 5
42 class through interactive and mind-stimulating activities.
I know language learning strategies and regularly practice those 1 2 3 4 5
43 techniques.
The teacher provides us with diverse language learning 1 2 3 4 5
44 strategies.
45 I have great access to language learning materials. 1 2 3 4 5
There is an available conducive atmosphere or place to practice 1 2 3 4 5
46 critical thinking.
I am used to analyzing details and reflecting on them rather 1 2 3 4 5
47 than just memorizing patterns in learning a second language.
The complexity of English lessons is equal to the level of my 1 2 3 4 5
48 comprehension.
49 I have background knowledge on topics discussed in our 1 2 3 4 5
English class and become motivated when I get a deeper

understanding of English.
My first language helps me comprehend concepts in the second 1 2 3 4 5
50 language.
Appendix 2: Interview Guide on the Metacognitive Strategies and Critical Thinking in

Learning English
The interview guide will contain the following questions:
For the teacher:
1. How will you differentiate teaching English in a face-to-face class and
teaching it in an online setup?
2. What are the demands of teaching English in an online class context? Are
these demands advantageous or not? How?
3. How do you conduct learning assessments in your English class?
4. What do students gain when they reflect on their thoughts and questions
oftentimes? How do you help them practice it?
5. Are there tools you utilize and/or activities you conduct to determine who
among the students practices their critical thinking?
6. How do critical thinkers perform in the class?
For the selected students:
1. How will you differentiate learning English in a face-to-face class and learning
it in an online setup?
2. What course of action do you take when you think you are not able to
maximize your learning in an English lesson?
3. When studying, do you reflect on your thoughts and ask questions? How often
do you do this? How do you deal with those internal ideas?
4. What happens when you monitor your internal thoughts? Do you find it
advantageous or not? How?
5. How do you deal with your English lessons? Aside from synchronous classes,
do you spend time reviewing your topics in English? If yes, how? If no, why?
6. Does your teacher help you comprehend concepts in English that you find
difficult to understand alone? How?
7. How will you describe your learning experience in English in this new normal
learning environment?
8. How does the pandemic affect your learning in the subject? What do you do to
cope up?
APPROVAL SHEET
This thesis hereto entitled:
STUDENTS' CRITICAL THINKING STRATEGIES IN LEARNING ENGLISH:

POSTULATING FLAVELL'S METACOGNITIVE PERSPECTIVE OF
LEARNING EXPERIENCE
Prepared and submitted by DOLLY ANN D. DELGADO, MARIEFE G.

ABICHUELA, NICOLE B. MENDOZA, and LYRA CAJUSAY, in partial
fulfillment of the requirements for the degree of Bachelor of Secondary Education
major in English, has been examined and recommended for acceptance and approval for
Oral Examination.
DR. ELMER B. DE LEON

Adviser
Approved by the Committee on Oral Examination with a grade of

___________.

Chairman
MR. JASPER GABOC MS. ALLYZA CARREON

Member Member
Accepted in partial fulfillment of the requirements for the degree of Bachelor of

Secondary Education major in English.

Dean, CCASE
Olivarez College
COLLEGE OF EDUCATION
Ground Floor, Aurelio De Leon Hall, Olivarez College
Dr. Arcadio Santos Avenue, San Dionisio, Parañaque City, Philippines
(632) 88260750 local 158 | www.olivarezcollege.edu.ph

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Olivarez College

Students' Critical Thinking Strategies in Learning English:

DOLLY ANN D. DELGADO

All rights reserved.

Students' Critical Thinking Strategies in Learning English:

Dolly Ann D. Delgado1, Mariefe G. Abichuela2,

Strategies Weighted Mean Interpretation

1. I understand my intellectual Frequent

8. I am a good judge of how well I 3.51 Frequent

30. I try to break studying down into 3.31 Sometimes

Struggles Weighted Mean Interpretation

41. My ideas about critical thinking 3.38 Sometimes

42. Critical thinking skills are openly Frequent

43. I know language learning strategies 3.33 Sometimes

44. The teacher provides us with diverse 3.78 Frequent

45. I have great access to language 3.38 Sometimes

46. There is an available conducive 3.27 Sometimes

47. I am used to analyzing details and 3.31 Sometimes

48. The complexity of English lessons is 3.36 Sometimes

49. I have background knowledge on 3.73 Frequent

50. My first language helps me 3.89 Frequent

Always Frequent Sometimes Seldom Row Totals

Table 5. The Extent of Struggles and Learning Attainment in English

r = 30.322 / √((17.526)(2231.778)) = 0.1533

Meta Numerics (cross-check)

transfer across domains: dispositions, skills, structure training, and

Oxford, R. L. (1990). Language Learning Strategies: What every teacher should

Veenman, M. V., Van Hout-Wolters, B. H., & Afflerbach, P. (2006).

LEARNING ENGLISH IN THE

Having prior knowledge of the

Reliance to lower order Unawareness of Looking for efficient ways to

Compensating shortcomings, and

Employing various learning

ABOUT THE RESEARCHERS

DOLLY ANN D. DELGADO Date signed

MARIEFE G. ABICHUELA Date signed

NICOLE M. MENDOZA Date signed

LYRA CAJUSAY Date signed

English class and become motivated when I get a deeper

Appendix 2: Interview Guide on the Metacognitive Strategies and Critical Thinking in

STUDENTS' CRITICAL THINKING STRATEGIES IN LEARNING ENGLISH:

Prepared and submitted by DOLLY ANN D. DELGADO, MARIEFE G.

DR. ELMER B. DE LEON

Approved by the Committee on Oral Examination with a grade of

DR. ELMER B. DE LEON

MR. JASPER GABOC MS. ALLYZA CARREON

Accepted in partial fulfillment of the requirements for the degree of Bachelor of

DR. ELMER B. DE LEON

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