Developing Metacognitive Awareness Through Mnemonic Strategy Training: A Study on Self-Regulated Learning Among Japanese Language Learners
DOI:
https://doi.org/10.17507/tpls.1507.20Keywords:
mnemonic strategies, metacognitive awareness, self-regulated learning, Japanese language learningAbstract
This study investigates the impact of mnemonic methods on metacognitive development and autonomous learning in acquiring Japanese. We investigate how different memory techniques—such as visual aids, keyword strategies, and associative memory methods—affect the learning patterns and independent study habits of students studying Japanese using comprehensive interviews. The researchers' findings indicate that mnemonic approaches enhance students' capacity to retain vocabulary and kanji characters while fortifying their metacognitive skills, allowing them to assess learning progress and cultivate individualized learning strategies. Nevertheless, the researchers recognized some obstacles, notably the substantial time commitment to developing mnemonic devices and their restricted efficacy in understanding sentence structures and verbal fluency. We advocate combining systematic mnemonic education with practical language applications to enhance learning outcomes.
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