Teaching Beyond Language Skills in Dutch Secondary Education: The Presence of Metacognition in English as a Foreign Language (EFL) Textbooks
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2025-06-20
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en
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The Dutch national curriculum is currently undergoing multiple changes in secondary education. For the English as a Foreign Language (EFL) curriculum, this entails the addition of new core objectives regarding the training of metacognitive knowledge and skills. To investigate the current state of affairs concerning the training of metacognition by Dutch EFL materials, this thesis analyses to what extent and in what ways contemporary EFL textbooks that are used in third- and fourth-year secondary education (vmbo-gt, havo and vwo) in the Netherlands stimulate students to develop metacognitive knowledge and skills. By synthesising existing research, this thesis first presents a general theoretical model. Then, this model is used as the basis of this research’s content analysis of Malmberg and ThiemeMeulenhoff’s EFL textbooks. The examination shows that the publishers’ EFL textbooks encourage the development of metacognition to different degrees depending on the kind of metacognitive knowledge and/or skill, the publisher’s teaching ideology and students’ age.
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