Innovation in Language Learning

The study examines how teacher beliefs and behaviours support English language learners to build metalinguistic awareness and multilingual competence. Metalinguistic awareness in multilingualism involves intentional connections between languages, enabling learners to comprehend syntactic, morphological, lexical, phonological, and pragmatic features of the second language (Anderson, 2005; Hu, 2002).Within the Vygotskian sociocultural theory of language learning, this study examines how teachers' attitudes and pedagogical practices impact learners' autonomy and agency in English language learning through surveys and interviews. In this study, constructivism highlights students' agency in actively producing knowledge while considering multilingualism. The study uses an explanatory sequential mixed-methods approach (Creswell, 2014) to quantitatively analyse teacher beliefs and practices using descriptive and inferential statistics, followed by semi-structured interviews using thematic analysis (Braun and Clark, 2006) to explore teacher barriers and strategies. Both phases indicate that teachers with great metalinguistic awareness and belief in learner autonomy are more likely to use techniques that empower learners to take ownership of their learning. However, gaps showed that institutional regulations, lack of training, and personal teaching styles may prohibit teachers from applying their ideas. The study highlights the need of a supportive language learning environment that encourages reflection and utilisation of varied linguistic resources. This study explores teachers' ideas and behaviours, advancing language teaching methods that encourage metalinguistic awareness, learner autonomy, and multilingualism.