METACOGNITIVE STRATEGY TRAINING IN TEACHING ENGLISH AS A FOREIGN LANGUAGES: THEORITICAL AND PRACTICAL PERSPECTIVES
Keywords:
Metacognition, strategy training, English language teaching, learner autonomy, reflective practice, EFL, self-regulation.Abstract
This article explores the role of metacognitive strategy training in the process of teaching English as a foreign language (EFL). It examines theoretical foundations, practical implementations, and empirical findings related to how metacognitive awareness contributes to learners’ autonomy, problem-solving skills, and critical thinking. Special attention is given to how teachers can scaffold students’ reflective practices in order to enhance their reading, writing, listening, and speaking skills. The paper further analyzes methodological approaches, classroom interventions, and long-term benefits of training students in metacognitive strategies. The study concludes with recommendations for curriculum developers and EFL practitioners.
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