Metacognition in TESOL: Theory and practice

Abstract

Metacognition as a theoretical construct and as a framework for guiding pedagogical practice in and outside the classroom in the field of general education has been well documented. Its significance has also been recognized in the field of TESOL in recent years. Scholars have investigated learners’ metacognition about their learning of various language skills (e.g., listening, reading, speaking, writing, and vocabulary) as well as the effect of incorporating metacognition in classroom pedagogy on student improvement in these language skills. In this entry, metacognition is defined, related research on it in TESOL and applied linguistics is examined, and its pedagogical implications are offered. Keywords: ESL/EFL, Educational Linguistics, Language Teaching, Learner autonomy, Learner awareness, Metacognition, Perception, Strategic language learning, Student-centred learning, reading.