<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>In the last two decades, researchers have shown the importance of metacognition in language learning and teaching. This paper focuses on students’ metacognition in the course ‘English for Lawyers’ at Masaryk University and reports on the action research which was performed over the period of three years, 2019–2021. The objectives of the research were twofold: to identify how students perceive their learning in legal English lessons in which both the legal content and academic skills were practised, and then to find out whether implementing steps that raise their metacognition would help students become more efficient learners. By collecting data from reflective questionnaires given to students, the teacher analysed the teaching and learning situations and proposed changes, such as explaining the learning opportunities of the lessons and supporting the planning, monitoring, and evaluating of students’ learning, so that students could exploit the full potential of lessons and their learning abilities.</p>
</abstract>

In the last two decades, researchers have shown the importance of metacognition in language learning and teaching. This paper focuses on students’ metacognition in the course ‘English for Lawyers’ at Masaryk University and reports on the action research which was performed over the period of three years, 2019–2021. The objectives of the research were twofold: to identify how students perceive their learning in legal English lessons in which both the legal content and academic skills were practised, and then to find out whether implementing steps that raise their metacognition would help students become more efficient learners. By collecting data from reflective questionnaires given to students, the teacher analysed the teaching and learning situations and proposed changes, such as explaining the learning opportunities of the lessons and supporting the planning, monitoring, and evaluating of students’ learning, so that students could exploit the full potential of lessons and their learning abilities.

Enhancing Students’ Metacognition in Legal English Classes

Białostockie Studia Prawnicze

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Enhancing Students\u2019 Metacognition in Legal English Classes"}

In the last two decades, researchers have shown the importance of metacognition in language learning and teaching. This paper focuses on students’...

Enhancing Students’ Metacognition in Legal English Classes

Data publikacji: 29 gru 2022

Zakres stron: 35 - 47

Otrzymano: 27 kwi 2022

Przyjęty: 21 wrz 2022

DOI: https://doi.org/10.15290/bsp.2022.27.04.03

Słowa kluczowe
academic skills, legal English, metacognition in language learning

© 2022 Štěpánka Bilová, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Enhancing Students’ Metacognition in Legal English Classes

Data publikacji: 29 gru 2022

Zakres stron: 35 - 47

Otrzymano: 27 kwi 2022

Przyjęty: 21 wrz 2022

DOI: https://doi.org/10.15290/bsp.2022.27.04.03

Słowa kluczoweacademic skills, legal English, metacognition in language learning

© 2022 Štěpánka Bilová, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Słowa kluczowe
academic skills, legal English, metacognition in language learning