شبكة المعلومات العربية التربوية

Metacognitive knowledge refers to one’s awareness of cognitive processes and actions. It is the initial stage of metacognitive thinking without which upcoming thought operations are not possibly accomplished. This Mixed Methods study was conducted to describe undergraduate students’ metacognitive knowledge in EFL reading and writing. It relied on two research tools of data collection: the Metacognitive Awareness Inventory for the quantitative part and a semi-structured interview for the qualitative part. The results revealed lack of procedural knowledge among students and a mismatch between task requirements and strategic knowledge. The study, therefore, called for direct instruction in metacognitive knowledge for students and further investigation about teachers’ metacognition. (Published abstract)