The Influence of Metacognitive Strategies and Resource Management on Japanese Language Learning: A PLS-SEM Analysis

Abstract

The level of regulation for learners’ cognitive strategies and learning behaviours is frequently influenced by how effective their language learning is, namely, the foreign language. Thus, this research examines the effect of metacognitive strategies, as well as resource management, on Japanese language learning utilizing Partial Least Squares Structural Equation Modelling (PLS-SEM). This research uses a hierarchical component model (Type II) with a reflective-reflective construct to identify the association between metacognitive self-regulation, resource management, and cognitive learning strategies. The data were collected using a survey adapted from Wenden and Rubin (1987). The survey consists of 41 items and is measured on a 5-point Likert scale. The respondents were from a public university in Malaysia, with a distribution of 51% male and 49% female. The findings were analysed using SmartPLS 4 by adopting the measurement procedure and structural model. These findings reveal that metacognitive self-regulation and resource management play a vital role in encouraging cognitive strategies (organization, elaboration, and critical thinking). Japanese language learners can achieve better academic performance by planning, monitoring, and gauging their learning, while also handling their time effectively, putting in effort, and managing their materials. This research finds that these strategies together improve motivation, competence, and increase participation in linguistic acquisition. A comprehensive framework for learner behaviour can be theoretically understood by integrating Piaget’s cognitive theory and Zimmerman’s self-directed learning model. Meanwhile, this research recommends that educators design reflective tasks as well as structured resource management in the curriculum to encourage autonomy among learners. It is also recommended that future studies explore the effects of longitudinal and technology-enabled classrooms to obtain more holistic insights into strategic learning behaviour.