A Critical Reflection on How the Think-Aloud Strategy as a Metacognitive Tool Facilitates High-Quality Teaching and Learning among Chinese ESL Learners Aged 6 - 8 in a Learning Centre Setting in China

This practitioner enquiry examines how the think-aloud strategy, as a metacognitive instructional tool, supports high-quality teaching and learning among three Chinese ESL learners aged 6 - 8 in a private learning centre in China. Drawing on structured research log observations and a child-adapted visual questionnaire across two consecutive sessions, the study applies reflexive thematic analysis to identify patterns in metacognitive engagement, self-monitoring, strategy use, and affective participation. Findings indicate that the strategy promoted metacognitive awareness across all proficiency groups, with the most substantial gains in the lower-proficiency learner. Questionnaire data corroborated observation findings and revealed a consistent shift in learner enjoyment and willingness to re-engage. Structured think-aloud instruction is concluded to be pedagogically promising in early ESL settings when embedded within responsive and emotionally supportive teaching practice.