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Abstract

Language learners’ (L2) knowledge about their own learning (also known as metacognitive knowledge) enhances with learners’ acquisition of metacognitive skills and successful applications of metacognitive strategies. In these contexts, L2 teachers’ knowledge about teaching is quite opposite to “abstract, decontextualized” knowledge, which results in executing “a set of discrete behaviour” (Freeman & Johnson, 1996, p. 400). Similar to the learners, as Freeman and Johnson (1996) argue, the way “teachers actually use their knowledge in classrooms is highly interpretive, socially negotiated, and continually restructured within the classrooms and schools where teachers work” (p. 400). Therefore, language teachers’ knowledge of metacognition needs to be improved and applied in their instruction and classroom environment which eventually encourages and guides learners’ metacognitive behaviors in L2 learning.  Continue Reading →