Abstract:
Since Wenden’s (1986) call for giving more attention to learner metacognition in language learning and teaching, researchers in the field of applied linguistics have responded to the call to varying degrees (e.g., Cohen, 1998; Chamot & O’Malley, 1994; Oxford, 1990). However, even though such efforts have been made, criticisms are leveled against language learner strategy (LLS) research in relatively recent times (Dörnyei, 2005; Rees-Miller, 1993; Tseng, Dörnyei, Schmitt, 2006). In this paper I will argue that such criticisms are actually not based on a complete understanding of what metacognition entails, especially when such a construct is related to both the cognitive and sociocultural domains of learning undergirded by an understanding that metacognition comprises complex dynamic systems. I will elaborate on the dynamic metacognitive systems and their theoretical/practical implications and conclude that this rediscovery is necessary for both researchers and teachers alike to see its contribution to enhancing EFL teaching/learning in Asia.