INTEGRATING SMART CLASSROOM TOOLS WITH METACOGNITIVELANGUAGE LEARNING STRATEGIES TO IMPROVE STUDENTS’ AUTONOMOUS LEARNING SKILLS

Abstract

The application of smart classroom technology has completely overhauled English as a Foreign Language (EFL) teaching. Nonetheless, relying on technology alone is insufficient in promoting autonomous learning skills because this is, at its core, ensured through metacognitive regulation. It is against this backdrop that this study explores whether or not metacognitive strategies in foreign language learning play a mediating function in smart classroom technology, with regards to autonomous skills in EFL in higher education. Utilizing a Sequential Exploratory Mixed-Methods study paradigm, data was gathered in a quantitative manner through surveys with 72 participants at an `institution for teacher education in Indonesia answering English as a foreign language. Results were analyzed through regression and mediations. Thereafter, data was gathered in-depth through interviews with 12 participants chosen through purposeful sampling. Quantitative results illustrate smart classroom technology usage is significantly and positively related to strategies based on metacognitive regulation in foreign languages. There is evidence supporting partial mediation on smart classroom technology usage and foreign language autonomous skills based on metacognitive regulation. Nonetheless, qualitative evidence gathered through interviews further illustrated through Learning Management System analysis platforms, Learning analytics platforms, and AI analysis platforms, smart classroom technology in EFL significantly assisted foreign students in planning, controlling, and evaluating. Concurring with theoretical principles outlined at this study's commencement, this investigation thus terms smart classroom technology in higher education most efficiently when supplemented with the pedagogical aspect of specific usage based on metacognitive regulation.