• Shazia Khanum Yunus

  Author

Metacognitive knowledge is the ability to monitor, control, and direct cognitive processes and is an important factor in second language (L2) learners' literacy skills acquisition. This paper focuses on the impact of training in specific metacognitive skills in an L2 teaching context on improving reading comprehension. Proficiency in reading is essential, yet many students find the cognitive processes required to tackle complex texts in an unfamiliar language challenging. This study uses a pre-test/post-test design to show the impact of teaching metacognitive processes on student outcomes and self-regulation. Participants in the study received specific training in the L2 and detailed reading process related to the phases of planning, monitoring, and evaluating. The findings show a significant increase in metacognitive awareness scores after the intervention, and a strong positive correlation between increased metacognitive awareness and improved reading comprehension. These results imply that providing learners with the means to control their cognitive processes, improves their ability to understand L2 texts. The study discusses important aspects of language teaching and learning that can be improved by including metacognitive teaching and learning, outside of the immediate context of the study. The findings justify the inclusion of an element of metacognitive teaching and learning in L2 education, despite the small sample size and lack of longitudinal data. Teachers are encouraged to design and implement classroom activities that encourage students to use metacognitive processes and help them become more independent and proficient readers. The study also recommends further research on metacognitive processes with different language learners to understand the transferability of these findings.

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