Fostering Cognitive Flexibility and Metacognitive Awareness Via Authentic Task-Based Instruction in French

Abstract

This study examined the impact of authentic task-based instruction on the development of cognitive flexibility and metacognition among French language learners. Thirty undergraduate students enrolled in an intermediate French course participated in a quasi-experimental pre-post study with control and experimental groups. The experimental group engaged in three multistep, problem-solving projects based on real-world scenarios over two months, while the control group received traditional instruction. Quantitative data were collected using validated assessments of cognitive flexibility and metacognition administered before and after the intervention. Qualitative data from reflective journals provided insights into students' experiences. Results from paired samples t-tests indicated significant gains in cognitive flexibility and metacognitive awareness for the experimental group compared to the control. The findings suggest task-based pedagogies hold the potential for fostering higher-order thinking skills transferable beyond language acquisition when authentic contexts necessitate adaptability, perspective-taking, and self-regulation of learning processes.