Constructing and Regulating Interactive Metacognition in Multilingual Classrooms: The Roles of Dialogic Interaction, Translanguaging, and Semiotic Mediation
DOI:
https://doi.org/10.66957/z696sm43Keywords:
Interactive metacognition, Multilingual classroom, Translanguaging, Dialogic interaction, Collaborative regulationAbstract
Interactive metacognition offers a social perspective on how learners jointly plan, monitor, evaluate, and adapt their thinking during multilingual interaction. This qualitative study investigated how interactive metacognition was constructed and regulated in multilingual classroom practices. Participants comprised five language teachers and thirteen language learners selected purposively based on their involvement in multilingual and collaborative learning activities. Data were collected through semi-structured interviews, classroom observations, field notes, and relevant classroom artifacts. The instruments were reviewed by experts and piloted before implementation. Data were analyzed recursively through data condensation, thematic display, and conclusion drawing, supported by triangulation, member checking, peer review, and an audit trail. The findings revealed that interactive metacognition was constructed through dialogic questioning, clarification, cross-linguistic negotiation, collaborative monitoring, explanation reformulation, semiotic mediation, and collective evaluation. Its effective regulation involved shared goals, structured metacognitive dialogue, strategic translanguaging, distributed learner roles, adaptive teacher scaffolding, process-oriented assessment, and post-task reflection. Multilingual resources supported cognitive regulation when they were used purposefully to clarify, compare, verify, and reconstruct meaning. The study concludes that interactive metacognition is socially distributed across teachers, learners, languages, and semiotic tools. Multilingual instruction should therefore integrate dialogic tasks, collective accountability, strategic language use, multimodal resources, and reflective assessment.
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