An evaluation of metacognitive strategies in bilingual language learning among Hausa students
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- NGN 5000
Background of the Study
Metacognitive strategies, which involve planning, monitoring, and evaluating one’s learning, are critical for successful bilingual language acquisition. Among Hausa students, the use of these strategies can enhance proficiency in both their native language and a second language, typically English. Metacognitive practices enable learners to become aware of their cognitive processes, allowing them to adapt study habits and overcome linguistic challenges (Bello, 2023). In bilingual education settings, such strategies facilitate the transfer of skills between languages and promote deeper comprehension and retention. Despite their potential benefits, the extent to which Hausa students effectively employ metacognitive strategies remains underexplored. Factors such as instructional support, teacher training, and cultural attitudes toward self-regulated learning influence the development of these strategies (Umar, 2024). Additionally, classroom environments and available resources play a significant role in fostering metacognitive awareness. This study seeks to evaluate the use and effectiveness of metacognitive strategies in enhancing bilingual language learning among Hausa students, aiming to identify best practices and recommend instructional interventions to support self-regulated learning (Aminu, 2025).
Statement of the Problem
Despite the recognized importance of metacognitive strategies in language learning, many Hausa students in bilingual education settings struggle to effectively utilize these techniques. Inadequate teacher training, limited instructional support, and cultural factors contribute to inconsistent application of metacognitive practices, resulting in lower language proficiency and academic performance (Bello, 2023). Educators have noted that students often fail to plan, monitor, and evaluate their learning processes, hindering their ability to overcome linguistic challenges (Umar, 2024). The absence of systematic research on metacognitive strategy use among Hausa students further complicates the development of targeted interventions. This study aims to address these issues by examining the role of metacognitive strategies in bilingual learning and identifying factors that either hinder or promote effective self-regulation (Aminu, 2025).
Objectives of the Study:
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To assess the current use of metacognitive strategies among Hausa students in bilingual settings.
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To evaluate the impact of these strategies on language learning outcomes.
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To recommend instructional interventions to enhance metacognitive awareness and usage.
Research Questions:
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What metacognitive strategies are employed by Hausa students in bilingual education?
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How do these strategies affect language proficiency and academic performance?
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What interventions can improve the effective use of metacognitive strategies?
Significance of the Study
This study is significant as it evaluates the role of metacognitive strategies in bilingual language learning among Hausa students. The findings will provide educators and policymakers with insights into effective self-regulated learning practices that can enhance language proficiency and academic achievement. By identifying best practices and areas for intervention, the study aims to improve bilingual education outcomes and support sustainable academic success (Bello, 2023; Umar, 2024).
Scope and Limitations of the Study:
The study is limited to evaluating metacognitive strategies in bilingual language learning among Hausa students and does not extend to other learner populations or educational levels.
Definitions of Terms:
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Metacognitive Strategies: Techniques involving the planning, monitoring, and evaluation of one’s own learning processes.
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Bilingual Language Learning: The process of acquiring proficiency in two languages simultaneously.
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Hausa Students: Learners who are native speakers of Hausa and engaged in bilingual education.
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