Language metafunctions in planting the seeds of metacognition

This study is about the relationship between the students’ metafunctions (with three broad components): ideational, interpersonal and textual and their metacognitive strategies (planning, monitoring and evaluating). The researcher used 71 4th year students from BEED 4-A and 4B who were enrolled during the second semester of SY 2018–2019, Bulacan State University-Pulilan Extension, Pulilan, Bulacan. The descriptive method of research was utilized with questionnaire as the main instrument for gathering data. Data were processed and treated using the SPSS. Results showed that students were strong in the ideational dimension while they were weak in planning and monitoring strategies. Findings further revealed that there is no significant relationship between students’ language metafunctions and metacognitive strategies. Conclusions were drawn then recommendations were offered.