Self-Assessment and Strategy Utilization: Investigating English Grammar Learning Among Indonesian EFL Students

ABSTRACT : This study explores Indonesian EFL learners’ self-perceived grammatical competence and their reported use of metacognitive grammar learning strategies in the context of TOEFL ITP preparation. Grounded in theories of learner cognition and metacognitive regulation, the study addresses a lack of empirical evidence on how learners conceptualise grammatical ability and manage grammar learning in high-stakes assessment contexts. Adopting a quantitative cross-sectional survey design, data were collected from undergraduate EFL learners through validated self-report questionnaires measuring perceived grammatical competence and metacognitive grammar learning strategies. The data were analysed using descriptive statistical procedures to identify patterns in learners’ perceptions and strategy use. The findings indicate that learners generally reported moderate to high levels of self-perceived grammatical competence alongside frequent use of metacognitive strategies, particularly in planning, monitoring, and evaluation of grammar learning. These results highlight the prominence of metacognitive regulation in learners’ grammar learning experiences and underscore the role of self-perception in assessment-oriented EFL contexts. The study contributes to applied linguistics research by providing context-specific empirical insights into grammar learning and metacognition within a Southeast Asian EFL setting.

KEYWORDS: self-perceived grammatical competence; grammar learning; metacognitive strategies; TOEFL ITP; Indonesian EFL learners