DOI: https://doi.org/10.36719/2663-4619/124/53-56
Shalala Bunyadzade
Baku State University
https://orcid.org/0009-0007-7854-6352
shalalabunyadzadeh@gmail.com
The Impact of Metacognitive Strategies on
English Language Learning
Abstact
This article explores the role of metacognitive strategies in English language learning and their theoretical grounding within major SLA frameworks. Drawing on Flavell, Brown, Oxford, Wenden, Anderson, and Zimmerman, the study shows that metacognitive knowledge and regulation enhance learners’ ability to plan, monitor, and evaluate their learning. Integrating insights from information processing, self-regulated learning, schema theory, and sociocultural theory, the article demonstrates that metacognitive strategy use improves comprehension, autonomy, problem-solving, and long-term retention across listening, speaking, reading, and writing. The findings highlight the importance of incorporating metacognitive training into English language teaching to support independent and strategic learners.
Keywords: metacognitive strategies, english language learning, Self-regulated learning, SLA theories, learner autonomy