Metalinguistic knowledge is considered a prerequisite for metalinguistic activity, integral to metacognition—a person's reflective awareness of cognitive processes. Metalinguistic ability, encompassing cognition about language, involves analyzing, comparing, and extracting lexical and grammatical meaning (cf., J. N. Anderson 2008; Roehr-Brackin 2008). Bialystok’s (2001) framework elucidates the development of metalinguistic ability, perceived as conscious knowledge and sensitivity in language learning, teaching, and use (Verschik 2019), involving the analysis and extraction of information about language use (Jessner 2014). It is the awareness of how language functions in communication and making linguistic choices (Aruvee 2023). In second and foreign language learning, it aligns with plurilingual awareness, reflecting and comparing language knowledge during the learning process (Cook and Wei 2016).

Metalinguistic awareness serves as a cognitive foundation underlying the effective deployment of language learning strategies, providing learners with the capacity to analyze, compare, and extract meaningful information about language use. Oxford (1990, 2017) defines language learning strategies as specific actions or techniques that individuals employ to enhance their language learning experience, categorizing them into six major groups: cognitive, metacognitive, memory-related, affective, social, and compensation strategies. This comprehensive framework underscores the multifaceted nature of language learning, emphasizing the importance of both cognitive and affective dimensions in effective language acquisition.

Language learning strategies are intricately associated with self-regulation skills, as learners employ various cognitive and metacognitive processes to effectively manage their language learning experiences. The utilisation of strategies, such as goal-setting, planning, monitoring, and reflecting, aligns closely with the principles of self-regulation in learning (Zimmerman, 2000). The intentional selection and application of language learning strategies demonstrate learners' ability to regulate their cognitive processes and optimize their language acquisition efforts (Oxford, 1990). Actively engaging in strategic planning, learners exercise self-regulation, fostering a dynamic and adaptive approach to language learning (Cohen & Oxford, 2002).

This four-year-long study focuses on an innovative approach to supporting first-year university students' metalinguistic awareness through explicit and emphasized teaching of self-regulation skills in language learning. Previous contextual studies indicate that first-year students often exhibit deficiencies in language learning strategies, necessitating a targeted intervention (Meristo 2022). This research aims to address deficiencies in language learning strategies among first year students and evaluates the impact of this intervention on academic achievement, ethical conduct, and linguistic awareness.  

This Action Research framed study centers on explicit explanations and the use of language learning strategies encompassing both direct and indirect, and cognitive and affective strategies. Data were collected through triangulation: researcher field notes, individual and focus group interviews with students, and test scores. Over a span of four years, 60 students were actively engaged in the iterative cycles of this action research. These participants were enrolled in the introductory French course tailored for students majoring in French. Their language background includes French as either their fourth (L4) or fifth (L5) language, with Estonian as their L1, English as the predominant L2 commonly taught in school, and Russian, Finnish, or German as their L3. Notably, half of the participants have attained only a foundational competence in L3 at the basic level (A1/A2 CEFR). The average age of the participants stood at 26 (ranging from 19 to 48 years).

The findings indicate an improvement in academic achievement among participants, coupled with a reduction in academic cheating. The results underscore the importance of explicit self-regulation skills in language learning, emphasizing the transformative impact on freshmen's linguistic awareness, academic performance, and ethical conduct. Additionally, the key to success lies in cultivating a culture of trust and respect in the classroom, towards and between students, fostering a friendly and supportive atmosphere.

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