This article explores how metacognitive strategies enhance English proficiency among university-level ESL learners, suggesting effective learning approaches.
This article explores the role of metacognitive learning strategies in enhancing English language proficiency among university-level ESL learners. Drawing on four years of classroom teaching experience and a substantial body of cognitive and applied linguistics research, the study examines how the explicit development of planning, monitoring, and evaluation strategies — the three core dimensions of metacognition — equips language learners with the self-regulatory tools they need to direct their own learning, overcome linguistic challenges, and sustain progress beyond the boundaries of formal instruction
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Egamberdiyeva Husnora (2026) studied this question.
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