EXPLORING THE INTERRELATIONSHIP BETWEEN KEY COMPONENTS: COGNITIVE, METACOGNITIVE, SOCIAL, AND AFFECTIVE STRATEGIES IN LANGUAGE LEARNING

Abstract: This quantitative research aims to explore the motivational factors that drive students in their learning. A total of 142 individuals from a purposive sample participated in the survey. The instrument used is a 5-point Likert-scale survey and is rooted from Wenden and Rubin (1987) to reveal the variables in learning strategies namely the Cognitive Component, Metacognitive Self-Regulation, and Resource Management, as well as to identify the relationship between these variables. Respondents were Malaysian undergraduate students in a public university in Malaysia, learning English as a Second Language. Findings found that all three variables proved to be significant factors in learners’ learning and that they are strongly related to one another. It was found that cognitive strategies play a significant role in enhancing language comprehension and retention. Meanwhile, the practice of critical thinking through questioning and active engagement with course materials demonstrates a moderate to high level of implementation among students. The consistent engagement with such strategies underscores the importance of active learning in language acquisition. Metacognitive self-regulation was also prominent, highlighting the approaches students adopt to monitor and control their learning processes. Additionally, the study sees that students' ability to pull together information from multiple resources considerably enhances their learning experience and outcomes. The interrelationship between the said strategies was also explored, to see how these factors collectively impact students' language learning processes. Such understanding is crucial for developing interventions to improve academic self-efficacy and foster a supportive learning environment. Hence, the findings from this research offer insights for improvement in academic curriculum and instructional design. Keywords: Cognitive Component; English Language; Learning Strategies; Metacognitive Self-Regulation; Resource Management