Development and validation of a metamemory maturity questionnaire in the context of English as a foreign language

Abstract To determine the inherent components of language learners’ capacity for metamemory maturity, researchers drafted a maturity (MMM) questionnaire based on Hultsch et al.’s (Memory self-knowledge and self-efficacy in aged, Springer-Verlag 65–92, 1988) model. The volunteer participants were heterogeneous sample 356 male female English as Foreign Language (EFL) teachers student with various age ranges, teaching experiences, educational backgrounds. Through series factor analytic procedures structural equation modeling, final draft 30 binary Likert-scale items was validated. Statistics confirmed acceptable measures internal consistency well convergent discriminant validity. newly designed MMM consisted three main memory strategy use (12 items), attentiveness (6 factual awareness moderator component confidence affect items). highlight implications this to provide an instrument analyze needs EFL learners enhancement strategies.