Enhancing EFL Readers’ Metacognition

Abstract

This article discusses two components of metacognition: knowledge of cognition and regulation of cognition, which are of great importance in learning. In order to be more successful, competent readers, EFL students need assistance in promoting both aspects of metacognition. This article also reviews several ways of improving EFL students’ knowledge and regulation of cognition. These may include using tools to assess their metacognitive knowledge and strategy use, applying instructional aids to develop their regulatory skills, and implementing two instructional practices which encourage metacognition: Cognitive Academic Language Learning Approach (CALLA) and Experience-Text-Relationship (ETR).

Key words: metacognitive knowledge, metacognitive regulation, strategy instruction