Accurate self-monitoring of comprehension is a key metacognitive skill that supports effective learning, yet little is known about how middle school students engage in this process during independent study. This study is the first to empirically examine the relationship between the quality of self-monitoring information and the accuracy of comprehension self-evaluations in Japanese grade 9 students in the context of learning English verb tenses. Self-monitoring information was defined as the cognitive criteria and justifications related to learning tasks and experiences that learners use when evaluating their own comprehension.


A preliminary interview with expert learners identified four types of high-quality self-monitoring information: (1) distinguishing differences among verb tenses, (2) providing explanations, (3) applying knowledge to everyday contexts, and (4) solving abstract or integrative tasks, such as conceptual understanding problems or translation tasks between Japanese and English. Based on these categories, 232 grade 9 students completed self-study tasks and, after completing comprehension self-evaluations, reported the self-monitoring information they had used, and then completed a comprehension test. Their open-ended reflections from participants with complete data were analyzed, and the self-monitoring information was classified into three types: comprehension-based (n = 66), memory/recall-based (n = 139), and not based on learning experience (n = 17).


Contrary to expectations, no significant differences in evaluation accuracy were found across groups. These results suggest that while students may appear to use high-quality self-monitoring information, the information often lacks sufficient depth or relevance to support accurate comprehension self-evaluation.


These findings highlight the need to provide instructional support that helps grade 9 students develop and apply high-quality self-monitoring strategies. Enhancing metacognitive awareness may improve the accuracy of comprehension self-evaluations and foster greater autonomy in learning, emphasizing the importance of targeted educational support for adolescent learners.