The role of metacognition in second language acquisition: developing self-regulated learners in university EFL contexts

Abstract

Metacognition – learners’ awareness and regulation of their cognitive processes – has become a central construct in contemporary second language acquisition (SLA) due to its strong relationship with autonomy, strategic learning, and academic achievement. This article examines the role of metacognition in SLA with a specific focus on university English as a Foreign Language (EFL) contexts. The paper synthesizes recent evidence on metacognitive knowledge (person, task, and strategy knowledge) and metacognitive regulation (planning, monitoring, and evaluation), highlighting how these components support language development in reading, writing, listening, speaking, and vocabulary acquisition. The article also explores metacognition as a core mechanism of self-regulated learning and discusses how teachers can foster it through explicit strategy instruction, reflective practices, goal setting, and formative assessment. Practical classroom tasks are provided for pre-task, while-task, and post-task phases to demonstrate how metacognitive instruction can be systematically embedded into language lessons. The scientific novelty of the study lies in its integrative framework connecting metacognitive strategy training with self-regulated learning models and communicative methodology in higher education. The practical significance includes a structured approach to lesson design and assessment that can improve learner independence and long-term achievement. The article concludes that metacognitive development is not an optional skill but a methodological priority in modern EFL pedagogy.