THE EFFECTIVENESS OF METACOGNITIVE STRATEGIES IN ENHANCING FORMATIVE ASSESSMENT FEEDBACK IN UNIVERSITY-LEVEL LANGUAGE EDUCATION

this thesis explores the effectiveness of metacognitive strategies in enhancing formative assessment feedback in university-level language education. Metacognitive strategies, which involve students' awareness and regulation of their cognitive processes, play a crucial role in fostering self-regulation and improving learning outcomes. In the context of formative assessment, which provides ongoing feedback to guide students’ learning, the integration of metacognitive strategies can significantly enhance students' ability to engage with and apply feedback. The study aims to investigate how metacognitive strategies impact students' responses to formative assessments and how such strategies can be integrated into the feedback process to improve learning outcomes.