SLA RESEARCH ON SELF-DIRECTION: THEORETICAL AND PRACTICAL ISSUES

on the other hand, it set the framework to work with in the whole project. In fact, it was a
way to operationalise the theoretical model that I put forward earlier. I will specifically
develop each element of the model in section 7.2.

7.1.2.2.2 About metacognitive strategies

The six stages of the self-directed learning process allowed me to make a link
with the concepts of metacognitive knowledge∕strategies and the corresponding being
aware∕making decisions processes. The following diagram is the way I presented it to
the learners:

Fig. 7.5 The six stages of learning and the type of awareness involved

As the reader can see, the explanation of the metacognitive element introduces
the three elements of awareness that I included in the definition of awareness (see section
4.2.4.3, p. 85) and the way it develops throughout the whole learning process. As was
stated above, the model of self-direction calls for the presence of awareness as a constant
state in the learner metacognition. The third element of the diagram refers to
metacognitive strategies. As an operational scheme, this was presented in terms of
questions the learner has to ask herself in order to make the right decisions about her
learning processes. The second part of the session dealt with the definition of three terms
(cognition, cognitive strategy and metacognitive strategy) and the classification of
metacognitive strategies. As a conclusion I referred to the conditions of metacognition,
according to Flavell (see section 3.3.2.2, p. 56), and the statement that the only living
organisms that possess these conditions are human beings.

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